OVTLINES 
or STVDY 

Normal Covrse 



CHARLES *H-CLrCMM£lC* MA 



THE HOMC 
CORRESPONDENCE SCHOOL 




Class IB11.54_ 

Book > Q . 7 

Copyright }^° 

COPYRIGHT DEPOSm 



NORMAL COURSE 
SYLLABUS 



.t-^- 



©utlines of Stub? In 

RITHMETIC, Grammar 
Geography, ^ Physiology 
Orthography, Penmanship 
Composition, ^ ^ Letter 

Writing, Civil Government, Pedagogy 

1 

By Prof. Charles H. Clemmer, M. A. 

Yale University ; National Normal ; Superintendent of Public Instruc- 
tion. Scott County, Iowa ; Superintendent City Schools, Grafid 
Forks, N. D. ; State Institute Conductor ; Second J 'ice- 
President, N. E. A. ; Manager N ttional and Michigan 
Corresponde>ice Schools, Penton, Michigan. 




THE HOME CORRESPONDENCE 
SCHOOL, SPRINGFIELD, MASS 



IHiiieteen MunDrcD 



a n D 



One 



TH? -.'BHARY «lF 

CONGRESS, 
Two Cof:ts Receives 

MAY. r 1902 

CO>»YRI«HT ENTRY 

CLASS (L- XXa No. 

f Of -L. U- 2» 
COPY B. 



Copyright, igoi, 



.C7 



The King-Richardson COiMPANy. 



To the Student. 

These syllabi consist of three parts: (a) outHnes and helps in 
study, {^) practical suggestions, (c) critical and searching questions 
on the lessons. With the aid of (a) and (7?) and of text-books, you 
will prepare lessons as guided by (r) and forward all work for correc- 
tion and criticism. After examination, your papers will be returned 
with such corrections, criticisms, and helpful suggestions as may 
appear necessary. 

While students are privileged to send lessons at their conven- 
ience, they are urged to work according to a definite study- 
program. 

In preparing lessons, no particular text-books are reqyired. 
Students are advised to secure the best, but they may use any that 
are obtainable. A list of text-books recommended accompanies 
each syllabus. These books can be purchased direct from the pub- 
lishers or they will be mailed from our office upon receipt of the 
price. 

THE HOME CORRESPONDENCE SCHOOL, 

Springfield, Mass. 



UNITED STATES HISTORY. 



A general and logical consideration of the subject, with special reference 
to industrial, social, and political development. 



Text-books rccommtudL'd for study or refcroice : 



Anderson's New Common School U. S. History, 
Harnes' Brief History of the United States, 
Eclectic United States History, .... 
Eggleston's History of the United States, . 
Ellis' History of the United States, 
Gordy's History of the United States for Schools, 
Johnston's United States History, 
McMaster's History of the United States, . 
^lontgomery's Leading Facts in American History. 
.Swinton's School History of the United .States, 
Thomas' History of the United .States, 
Fiske's History of the United States for Schools, 



UNITED STATES HISTORY. 



LESSON" ONE. 

1. Define History. U. S. History. 

2. History is usually considered under four heads; viz.. Geography, 

Biography, Events, and Philosophy. Arrange them in their 
order of importance. 

3. Periods of U. S. llisfor}/: 

Discovery and Exploration, 14!)'2— lG0r-:30. 

Colonial period, from early colonial settlements to the Revohition, 

1775. 
Eevolutionary — from the breaking on.t of the Revolution lo the 

organization under tlie Federal Constitution, 1789. 
Constitutional — from 1789 to the present time. 

4. Xafions that hare oirued portions of our Domain: 

England : Atlantic (\~iast from Maine to Florida. 

Spain: Florida, Texas, California, and south and west of Colorado; 

Cnba, Porto Rico, Philippines, Guam, Louisiana. 
France : Mississippi A^alley and most of the land drained by the 

Great Lakes, Louisiana. 
Holland: New Jersey, Delaware, Hudson Valley in Xew York. 
Sweden : Settlements on the Delaware. 
Russia : Alaska. 

Aborigines. 

1. Savage Indians. Lived west of Hudson Bay and southwardly be- 
tween the Rocky Mountains and the Pacific Ocean, to Xorth 
Mexico. Had little or no agriculture. Lived chiefly on fish and 
game. Migratory. 

S 



NORMAL COURSE. 

2. Barbarous Indians. InlialMtod all of North America east of the 

Rocky Mountains. 

3. Half civilized Indians. Oceuin'ed ^lexico and the mountainous 

country as far south as Chili. 

1. Describe the Barbarous Indians as to (n) agriculture and numu- 

facturcs, (h) villages and houses, (c) government, {(I) religion, 
{e) confederacies, (/) society. 

2. Using the above outline, describe the Half Civilized Indians. 

3. Xame the ])rineipal tribes of Barbarous Indians. Wbich tribe was 

least advanced out of savagery; which tbe nmst ad\anced? What 
was the most famous confederacy? 
■1. Name tlie most interesting of the Half Civilized Indians. Describe 
their cities. 

Mouiid-Buihiers: 

(r/) Relics? (b) Theories? 

Pre-Cohimhian Explorers : 
Phoenicians (?) 
Chinese (?) 
Irish and Welsh ( ?) 

Northmen : 

Iceland. Settled 874. 
Greenland. Settled 986. 

New England sighted by Bjorne (986), visited by Leif Ericsson 
(1000), and by Thorfinn Karsefni, who attempted to colonize. 

EXERCISES- 

1. Why are the Icelandic chronicles thought to be true? 

2. Where was Vinland, and why was it so named? 

3. Why did the Vinland Voyages interest Europe so little? 

4. Draw a map, tracing on it the voyages of the Northmen. 



UNITED STATES HISTORY. 

LESSON TWO. 
discovi-:ri:i{.s and explor];i!s. 

At la II fir Coast: 

149'i. Columhus— W-^st Indies. 
1493. Columbus — West Indies. 

1497. Cabots — Cape Breton, Labrador. 

1498. Sebastian Cabot — Cape Breton or Labrador to Albemarle Sound. 
1498. Columbus — Sighted South America. 

1498. Pinzon and Solis — Florida to Chesapeake Bay. 

1500. C^ibral Discovers Brazil. 

1501. Cortereal — ]\Iaine to Xewfoundland. 
150L A"es])acius PLxplores Brazilian Coast. 
1506. Dcnys — Gulf of St. r>a\vrence. 

1512. Ponce do Leon — Florida. 
1520. Ayllon — South Carolina. 

1524. Verrazano — South Carolina to Nova Scotia. 
1534. C*artier — River St. Lawrence. 

Gulf Coast: 

1498. Pinziin and Solis — Fxplorc (lulf of ^lexico and Florida. 

1519. Pineda. 

1528. Narvaez — Florida to Texas. 

1543. Followers of De Soto sail from Mississippi River to Mexico. 

Pacific Coast: 

1513. Balboa discovers the Pacific Ocean. 

1520. Magellan sails around Soutli America into the Pacific, 
1543. Cabi'ilJo — j'acific Coast to Oregon. 

1579. Drake — Pacillc Coa>l. 

1592. De Fuca — Pacilic Coast to B-ritish America. 

Tlir Iiitrrior : 

1519-21. Cortes coiKiuers '^[exieo. 

5 



NORMAL COURSE. 

1534-3G. De Vaca — -From Sabine Kiver to Gulf of California. 

1539. Fray Marcos — Search for the Seven Cities. Wanders over ]\Iexico. 
1540-43. Coronado — Gila River, Tiio Grande, Colorado Kiver. 

1540. Ahircon — Colorado River. 

1541. De Soto — ^Yanders over Fhji'ida, Georgia and Ahibama, and 
reaches the Mississippi River. 

158:^-1000. Spaniards in the Valleys of tlie Gila and Rio Grande. 
1673-1682. Marquette. Joliet, F[ennepin and French in the Mississippi 

Valley. 
1792. Gray— Columbia River. 

1804-5. Lewis and Clark — Mississippi Valley and Oregon. 
Classify these explorers and discoverers according to the following form: 



NAME 


NATION ALITV 


DATE 


RE(;iONS EXI'LORED 























8. 
9. 
10. 



EXERCISES- 

Trace each voyage on the map. 

Give the story of Columbus: (a) education, {h) plans and theories, (c) 

discouragements, (d) triumphs. . 
E.\i)lain whv the voyages of Columl)Us, Gama, Vespucius and Magellan 

should be considered the four great voyages. 
How did invention assist in bringing about the discovery of America? 
What was the Line of Demarcation? 
How did Brazil come to belong to Portugal? 

How does the amount of exnloration of the various countries compare? 
What were the aims and motives of the Spanish discoverers? 
Why were mariners led to search for the "Norlhwest Passage"? 
AVhat brought English sailors to the New World? 



UNITED STATES HISTORY. 

11. What brought French sailors to tlio Xow World? 

12. What motive impelled Marquette and Joliet? 

13. Tell the story of De Soto. 

14. De Gama discovered the Soutlieast Passage (1497) ; Magellan, the 

Southwest Passage (1520); McClure, the Northwest Passage 
(1854); Xordenskjold (1879), the Northeast Passage. Which 
is the most important event? Give reasons. 



LESSON THREE. 

SETTLEMENTS. 

Hayti— By Cohunbus. 149;?. 

1562. South Carolina (French), Port Royal. Failure. 

1564. Florida (Frencli), near St. Augustine. Failure. 

1565. St. Augustine (Spanish), by Menendez. Success. 
1582. Santa Fe (Spanish), by Espejo. Success. 
1584-5. Roanoke Island (English). Failure. 

1587. Roanoke Island (English). Failure. 

1602. ilassachusetts (English), Buzzard's Bay. Failure. 

1620. Landing of Pilgrims, Plymouth Colony. 

1628-30. Massachusetts Bay Colony. Settled by English Puritans. 

1691. The two colonies united. 

1692. Salem Witchcraft. 

1622. New Hampshire founded. Settled by colonists from Massachusetts 

and England. 
1607. Virginia settled at Jamestown l)y Englisli emigrants. 
1619. First legislative asscnd)ly. Slavery first mentioned. 
1676. Bacon's Rebellion. 

1623. New York settled at New Amsterdam by the Dutch. 
1664. Conquered by the English. 

1691. Leisler's execution. 
1740. Negro plot. 

7 



nor:mal course. 

1634. MarylaiKl settled at St. Mary's. 

1692. Toleration ceased. 

1763. Mason and Dixon's Line settled. 

1634-36. Connecticut settled at Wethersfield, Windsor and Hartford. 

1638. New Haven settled. 

1639. The first constitution adopted. 
1665. The two colonies united. 

1636. Rhode Island settled at Providence. 

1644. Its plantations united. 

1()3S. Delaware settled by Swedes. 

I(i55. Conquered by the Dutch. 

1664. Conquered by the English. 

1682. SoIdtoPenn. 

1703. Became a separate colony. 

1643. The New England Union formed. 

1651. The Navigation Acts begun. 

1663. North Carolina settled at Albemarh'. 
1711. The Tuscarora War. 

1664. New Jersey settled at l']lizal)ethtown. 
1670. Charleston settled. 

1675. King Philip's War begun. ' 

1682. Pennsylvania settled near Philadelphia. 

1683. Philadelphia founded. 
1702-1;). (,)ueen Anne's War begun. 
1710. Port Eoyal (Annapolis) taken. 
1733. Georgia settled at Savannah. 
1740. The Spanish War. 

EXERCISES- 

1 . What was the Mayflower Compact ? 

2. Describe the troubles of the New P^ngland settlers with the Indians, 

giving an account of all wars. 

3. Whv was the New England Confederation formed? By whom was it 

managed? 



I'MTEl) STATES HISTORY. 



Kill out llu' loilowiii^- l;il)li'. eoNcrinii' tlu' history ot the colonies from 
MV20 to tlic French and Indian War: 



COLONY 


TWO OR MORE IMPORTANT EVENTS 


DATE 


■ 

















5. Tell the story of the fonnding of Rhode Island. 
(i. Tell the story of the "Charter Oak." 

7. How did the English get possession of New York ? 

8. Give five instances of religious intolerance on the part of American 

colonists; five of religions toleration. 

9. Fill out the following tahle concerning the people that settled the mid- 

dle and southern colonies : 



COLONY 


CHARACTER OF SETTLERS 


OBJECT OF SETTLEMENT 


INDUSTRIES 



























10. Draw a map giving the houndaries of the tliirteen colonies and locating 
principal rivers, cities, etc. 



NORMAL COURSE. 



LESSON^ FOUR. j 



1744-48. King George's War. 
1745. Louisburgh captured. 

1754. Surrender of Fort Necessity. 
Albany Plan of Union. 

1755. Braddock's defeat. 
Conquest of Nova Scotia. 

175G. War declared (French and Indian). 

1758. Capture of Loi;isburgli. 
Capture of Fort Duquesne. 

1759. Capture of Quebec. 

1760. Conquest of Canada. 

1762. Capture of Havana. 

1763. Pontiac's conspiracy. 
Peace of Paris. 

1764. Stamp Act passed. 

1766. Stamp Act repealed. 

1767. Parliament lays ta.xes on commerce. 
Americans give up trade in the articles taxed. 

1768. Boston occupied by British troops. 
1770. Boston Massacre. 

Taxes removed, except that on tea. 

1773. Boston Tea Party. 

1774. Boston Port Bill; Massachusetts Bill; Transportation Bill; and 

tlie Quebec Act passed. 
First Continental Congress. 

1775. War. 

EXERCISES. 

1. Distinguish between the occasion and the cause of the revolt of the 

colonies. 

2. What do you consider the occasion, and what the cause or causes? 

3. What were the American- views of taxation ? The British ? 

4. What were the "Navigation Acts"? 

10 



UNITED STATES HISTOET. 

0. Who were the ''Sons of I.iberty"? 

(). Wliat were the "Five Intolerable Acts"? 

T. What was the substance of Franklin's Albany I'lan of Union? Explain 

its importance. 
S. When and where was the first Colonial Con,iiress field? What did 

it accomplish ? 
!). What was the "Declaration of Rights"? 

10. When and where was the first Continental Congress held? , Results? 

Significance of the word Coniiiiental. 

11. When and wdiere did the second Continental Congress meet? How 

long did it last ? 

12. Do you think that the "almighty dollar" had anything to do with the 

American Revolution? If so, explain. 

LESSOX FIVE. 

Make out tables summarizing the information given below. You may 
use any form that seems desirable. 

Nature of Coloninl Governments. 

1. Commercial Corporation. 

2. Proprietary. 

3. Royal. 

4. Charter. 

5. Voluntary Association. 

Colonial Governments. 

1. Virginia— London Company, l(i07-1624; royal province. l()2-t-16TT. 

and l(i84 to the Revolution : proprietary. 1G77-1GS4. First Colonial 
Legislature elected. 1619. 

2. ^[assachusetts — Plymouth Colony, voluntary association. ^[assa- 

chusetts Bay Colony, governed by a Puritan company with a patent 
and a charter. IGSii. charter annulled by James IT., royal piovinee 
till the Revolution, though in ir.O? a new eharler was granted. 

11 



NORMAL COURSE. 

3. New Hampshire — First, proijrietary. 1GJ:1, under Massachusetts. 1680, 
royal province. 1680-1741, alternately under Massachusetts and 
separated. 1741 onward, a royal province. 

■1. ]\Iaryland — Proprietary. I(i91-1716, royal province; 1716 onward, 
proprietary. 

5. Conneeticiit — Saybrook Colony, proprietary until union with Connecti- 
cut Colony, 16-14. Connecticut Colony and New Haven Colony both 
had government by voluntary association. - '[{^(VZ, royal charter ob- 
tained uniting Xew Haven Colony with Connecticut and allowing 
people to elect own governor and legislature. 1687, charter govern- 
ment destroyed under Andros ; revived by King William. 

t;. Rhode Island — First, voluntary association. In 1663, charter 
obtained granting a governor and legislature elected by the people; 
Independence lost under Andros, but regained. 

7. Xew York — First, proprietary under Duke of York. No charter. 
Louislaturc aMowcd 1()S3. Royal ])rovince after the Duke of York 
became king. 

S. New .T(M"sey — Proprietary until 17(i';?. From 17()".^ onward, a royal 
pi'oviiice. 

0. Pennsylvania — Rroprietary under Penn, who gave a charter allowing 
people to elect the legislature and the governor's council, but the gov- 
ernor was appointed by the proprietor. In 1692, Penn lost his pro- 
])i'ietarv I'ights and Pennsylvania was under the governor of New 
York. ]*ro|)ri('tar\- go\(M'nuient soon restored and continued under 
Penn's sons till the ReNolution. 
Id. Delaware — First, undei' Peiin's proprietaj-y government. Separate 
legislature allowe(l 1703, Inil under the same governor as Penn- 
sylvania. 
11 and 12. North and South Carolina — Fnder one proprietary govern- 
ment till 1729, when both became royal provinces, the King appoint- 
ing governors for each, but allowing the people to select their own 
assemblies. 
13. Georgia — Until 1752, proprietary under trustees of a company that 
had a temporary grant of the soil of Georgia. Eoyal province from 
1752 onward. 

12 



INlTEl) STATKS HISTORY. 



EXEUOISES- 



1. ^'anie the four Freiu-li Wars, giving causes of each. 

2. What treaties of peace ended these wars ? 

3. What colonies were comparatively free fi-oni Indian tr(nil)]es? Can you 

explain why ? 

4. Describe the educational opportunities of the colonists. 

5. Make a list of the different colleges established during colonial days, 

giving dates, and names of founders. 

6. Describe society in colonial days. Means of transportation. Home 

comforts. P'ire arms. Agricultural implements. Commerce. 
Manufactures. 

LESSOR SIX. 
In New England. 

1775. Concord and Lexington. American successes. 
Continental Army formed. 

Washington Commander in Chief. 

Tieonderoga. American success. 

Bunker Hill, June IT. British success. 
1775-76. Siege of Boston. 
177r>. Evacuation of Boston. March 17. 

//( Canadii. 

3 775. Arnold before Quebec. British success. 
^Montgomery's march to Montreal. 
Capture of Montreal. 

1776. Defeat and death of Montgomery at Quebec. 
Americans return to Tieonderoga. 

1776. Howe sails for New York. 

Washington marches to Xew York. 

Declaration of Independence, July 4. 

Battle of Long Island, August 27. British success. 

Evacuation of Xew Y^ork, Sept. 16. British success. 

13 



nor:\ial couiiSE. j 

Capture of Fort Washington and Fort Lee. British success. ' 

Washington's retreat across jSTew Jersey. 

Battle of Trenton. Dec. 26. American success. 

Fort Moultrie, S. C. American success. June 28. 

1777. Battle of Princeton. Jan. 3. American success. 

Washington at Morristown. ] 

Burg03aie and St. Lcger's movement from Canada to capture Xew ' 

York state and cut the colonies in two. 
Burgoyne captures Ticondcroga July 5. I 
St. Leger's defeat at Fort Stanwix by General Herkimer, and re- 
treat to Oswego. August. i 
Battle of Bennington. August 16. American success. j 
Battle of Bemis Heights ; drawn battle. Sept. 19. 1 
Battle of Stillwater. Oct. 7. American success. ] 
Surrender of Burgoyne. Oct. 17. i 
Howe sails from New York to Chesapeake Bay and moves against 

Philadelphia. July. j 

Washington moves from New York to Philadelphia. ' 

Battle of Brandy wine. Sept. 11. British success. '. 

Capture of Philadelphia. ; 
Battle of Germantown. Oct. 4. British success. 

Americans winter at Valley Forge. ', 

1778. Alliance with France. : 
Fleet and army sent from France. , 
Clinton's retreat from Philadelphia to New York. June. 

Washington follows from Y alley Forge. 

Battle of Monmouth ; drawn battle. June 28. ^ 

Wyoming. Massacre by the Bi'itish. July 4. j 

Washington on the Hudson. 

The South invaded. 

Savannah captured. Dec. 28. j 

1779. Conquest of Georgia by the British. ■ 
Clinton ravages Connecticut to draw \Vashington away from the 

Hudson. I 

Wayne captures Stony Point. July 15. ^ 

14 



XJNITED STATES HISTORY. 

Lincoln attacks Savannah. British success. September. 

1780. Clinton captures Charleston. May 12. 
Conquest of South Carolina by the British. 

Defeat of General Gates at Camden, S. C. August. 

Battle of King's Mountain, S. C. October. American success. 

Greene takes command in the South. 

Arrival of French army at Xewport, II. I. 

Arnold's treason. September. 

1781. Battle of the Cowpens, S.C. Jan. 17. American success. 
March of Cornwall is from Charleston after Morgan and Greene. 
Ketreat of Greene across North Carolina. 

Battle of Guilford Court House. jVIarch 15. British success. 
Cornwallis goes to Wilmington and Greene to Soutli Carolina. 
Defeat of Greene by Lord Kawdon at Hobkirk's Hill. April 25. 
Defeat of Greene hy Lord l^awdon at Eutaw Springs. Sept. 8. 
Greene holds every part of South Carolina and Georgia except 

Charleston and Savannah. 
Arnold's invasion of Virginia. January. 
Cornwallis moves f I'om Wilmington to Yorktown. 
Washington's rapid march from New York to Yorktown. August. 
Cooperation of French fleet. 
Surrender of Cornwallis. Oct. 19. 

1782. Suspension of hostilities. 
Peace negotiations at Paris. 
Evacuation of Savannah and Charleston. 

1783. Peace. Sept. 3. 
Evacuation of New York. 

Forts north of the Ohio held by Britisli for twelve years. 

LESSON SEVEN. 

EXERCISES. 

1. What were two objects of the expedition to Lexington and Concord? 

2. Why were Samuel Adams and John Hancock especially obnoxious to 

King George III. ? 

3. Describe the Battle of Bunkf-r Hill. 

15 



NORMAL COURSE. 

4. "What was tlu' object of the invasion of Canada by Montgomery and 

Arnold? Results? 

5. Why did the British seek to control the Hudson ? 

6. What attack did they make from above? 

7. Describe the American defense and loss of New York City. 

8. Explain how Lee's disobedience of Washington's orders made it neces- 

sary for Washington to retreat through Xew Jersey and cross the 
Delaware. 

9. Why was Washington's position upon the heights of ]\[orristown, K J., 

a strong one? 
](>. What was the result of tiie fighting and maneuvering from Long Island 

to Morrist'own? 
IL Describe the second attempt of the British to capture N^ew York State, 

giving the plans of Burgoyne, St. Leger and Howe. 

12. Explain how Washington prevented Howe from sending aid to Bur- 

goyne. 

13. State four important results of the surrender of Burgoyne. Why is it 

called one oF the "decisive battles of the world"? 

14. Wlvdt was the "Conway Cabal"? 

15. \A'hy did Clinton evacuate Philadelphia? 

1 6. What spoiled Washington's plan at the Battle of Monmouth ? 

IT. Why did Clinton send marauding expeditions into Connecticut in 

ir;*). 

18. What was tlie military object of the storming of Stony Point? Result? 

19. Describe Clai'k's campaign. Its object? Result? 

20. Give an account of the career of John Paul Jones. 

31. Explain the two British plans of conquering the colonies, as illustrated 
(a) in the first part of the war, (&) in the last part. 

22. What was the "'Gloomiest Time of the War"? Explain why. 

23. Was Andre's execution justifiable? Give arguments pro and con. 

24. How did the campaigns in the South differ from those in the North ? 

25. Why was General Gates superseded by General Greene? 
2r). Describe Greene's retreat across North Carolina. 

27. Name five famous American generals who held important commands 
in the Southern army. 

16 



UNITED STATES UISTOIIV. 

•^S. Explain why Coniwallis let't Wiliuiii/^ton for Virginiii. 

•.^!». What was tlie extent ot British snecess at tiie Soutliy 

;>(). Dcscrihc the military and naval nioxcnients rosnl1in_u' in the siin-endei* 
of Coniwallis. 

31. Why did Clinton send Arnold to burn New London? 

'32. Do not fail to trace on the map the movements of the different armies, 
locating all }irincipal points, in this exercise consult the most com- 
plete maps available. 

o'o. After mastering the details of a cajupaign, draw, from memory, a mili- 
tary map illustrating the campaign jiist studied. 

o4. Draw a nuip showing boundaries of the F. S. as acknowledged by Great 
Britain at the Peace of 178o. 

35. Explain why Washington was a militai-y genius of the highest order. 

3(). Explain how money was raised to carry on the war. What names arc 
associated with American financt's during the Hevolution? 

LESSON EIGHT. 

1T81-89. The Confederation. 

1781. The Articles of Confederation go into force. 

Einancial troubles of Congress concerning the pay of soldiers. 

1783. Treaty of Peace with Great Britain negotiated by Benjamin Frank- 

lin. John Jay and John Adams. 

Terms with respect to territory? 

Provisions of the treaty not carried out, (a) confiscation of property 
of Tories, (b) collection of private debts due from American to 
British subjects. 

British retaliation, (a) retention of garrisons at Ogdensburgh, Os- 
wego, Niagara. I']rie, Sandusky. Detroit and ^Mackinaw until 
June 1. 171>6, {h) legislation adverse to American commeree. 

1784. Land cession by Virginia. 
1786. The craze for paper ]noney. 

Shays' Rebellion. 

The ^Mississippi Question. 

The Annapolis Convention. September. 

17 



NORMAL COl RSE. 

1787. Philadelphia Convention. May-September. George Washington, 

President. Framed the U. S. Constitution. 
The Ordinance of 1787 adopted. 

1 788. Eatitication of the Constitution. 
Settlement begun in Ohio. 

1789. The Constitution goes into force. 

The Old Confederation. 

Government all vested in a single body which represented states, not 
individuals. It was, therefore, called a congress rather than a parliament. 
It had no executive and no judiciary. It could not tax nor enforce its 
decrees. 

The New Constitution. 

1. People represented directly in the Plouse of Representatives. Hence 

power to tax. 
Old equality between the states preserved. 
Controls commerce, currency and finance. 
Establishes absolute free trade Ix'twocn the states. 
Provides a strong executive. 
Provides a judicial system for deciding questions arising under 

Federal laws; also the constitutionality of state and Federal laws. 



EXERCISES- 

George Washington, James ]\Iadison, Alexander Hamilton, John 
Marsliall and Thomas Jeft'erson were foremost in establishing the 
American Fnion. Give the contribution of eacli. 

The Articles of Confederation were sent out for adoption Xov. 17, 1777, 
and did not go into force until ]\Iarch, 1781. Explain the delay. 

What were the provisions of the Ordinance of 1787 ? 

Explain how slavery came to be prohibited north of the Oliio, and per- 
mitted south of that river. 

Draw a map representing the territorial claims of the different states. 

What considerations led to the adoption of the present constitution ? 

IS 



UNITED STATKS HISTUKV. 

7. Describe the opposition io its arlo})tion, giving arguments used by its 
opponents. 

LESSOX XIXE. 

\V((slilii(/t(tii's Adniiiiistrdlioiis. 17(Si>-lT97 . 
A' ice- President, John Adams. 
Executive Departments, 178;): 

State — Thomas Jefferson. 

War — General Henry Knox. 

Treasury — Alexander Harni Iton . 

Chief Justice — John Jay. 
1789-91 — Adoption of first Ten Constitutional Amendments. 
Xorth Carolina ratifies the Constitution. 
Rhode Island ratilies the Constitution. 
Census Act. 
Naturalization Act. 
Patent Act. 
Copyright Act. 
Paying Debt. 

Capital at Philadelphia until 1800. 
Death of Franklin, 1790. 
Vermont admitted, 1791. 
Mint established at Philadelphia, 3 791. 
National Bank established at Philadelphia. 1791. 
Invention of Cotton Gin, 1793. 
Whiskey Insurrection, 1794. 
Genet. 

Jay's Treaty with Great Britain. 
Treaties with Spain. Algiers and Tripoli. 
Presidential candidates. 
Political parties. 
Issues. 
Washington's farewell address. 

19 



N011MA.L COURSE. 

Adniinistratioii of J aim Adaws. 1797-1801. 
Biography of Adams. 
Vice-President, Thomas Jefferson. 
Difficulties with France. 
"X. Y. Z. Correspondence." 
Alien and Sedition Laws. 
"French Spoliation Claims."" 
Virginia and Kentucky Eesolutions of 1798. 
French troubles. 

Publication of "Hail Columbia." 
Death of Washington, 1799. 
Treaty with jSTapoleon. 
Appointment of Chief Justice Marshall. 
Presidential campaign. 
Candidates. 
Issues. 
Result. . 

EXERCISES. 

1. Discuss Hamilton's plan for ])aying the national debt and raising 

money, giving arguments pro and con. 
'2. What was the substance of Jay's Treaty? 
;!. Describe tlie conduct of Citizen Genet. 

4. When were political lines first drawn? Give policies of each party. 

5. On what grounds was the collection of the whiskey tax resisted? 

G. Contrast Washington as president with \A'ashington as a soldier, 

7. Explain the occasion for Washington's a])pointment as commander of 

the army in 1798. 

8. Give an account of Tru.xtuns naval victories. What was their effect 

u})on Europe? 

9. What were the purposes of the Alien and Sedition Laws? To what 

extent were they enforced ? 

10. What is the difference between the Virginia Resolutions of 1798 and 

the Kentucky Resolutions of 1799? 

11. Explain Adams's personal sacrifice for peace. 

20 



INTTKD STATES HISTORY. 

LESSON TEN. 

Thomas Jefferson's Adiiiliiislrailons^ 1801-1809. 
Biograph}' of Jefferson. 
Vice-President, Aaron Burr, 1801-1805. 
Inaugural address. 
Purchase of Louisiana, 1803. 
Lewis and Clark Expedition, 180^1-1806. 
War with Barbary states. 
Eolation in ottice. 
Xew Xaturnlization Jjinv. 
Ohio admitted. 180<!. 
Duel between Hamilton and Burr. 
Trial of Burr. 
Jetferson reelected, 1801. 
Vice-President, George Clinton, 1805-1809. 
Public improvements. 
Importation of slaves foi'biddeu. 
"Berlin Decree," 180G. 
"Orders in Council,"' 1807. 
"Milan Decree." 
Injuries to American comniei-ce. 
Impressment of American scann'n. 
Leopard and Cbesapeakc 
Embargo. 

Presidential campaign. 
• Result. 

Adtiiitiisfnifions of -I (lines Mailison, 1809-1817. 
Biography of Madison. 
Vice-President, George Clinlon, 1809. 
Fulton's invention. 
Battle of Tippecanoe, 1811. 
Declaration of War, June 18, 1813. 
L^nited States ill-prepared. 

21 



KORMAL COURSE. 

Surrender of Detroit. 
Battle of Queenstown. 
Capture of Toronto. 
American successes on the sea. 
Perry's victory. 
The Creek War. 
Battle of Lundy's Lane. 
Battle of Fort Erie. 
Battle of Plattsburg. 
Capture of Washington. 
Burning of the Capitol. 
British repulse at Baltimore. 
The Hartford Convention. 
Battle of New Orleans. 
Peace of Ghent. 
War with Algiers. 
Charter of a National Bank. 
Taritf of 1810. 
Presidential campaign. 
Results. 

EXERCISES. 

1. Draw a map showing the extent of the Louisiana territory and the ex- 

plorations of Lewis and Clark. 

2. Discuss the purchase of Louisiana, (r/) as to its constitutionality, (&) 

its expediency, (c) its effect on tlie United States. 

3. What was the: purpose of the Embargo Act? Its effect? 

4. Explain the effect of the "Berlin Decree,'" "Orders in Council/' and 

"Milan Decree" on .\merican commerce. 

5. Jeft'erson boasted that lie liad >;aved his country from becoming a mon- 

archy. Explain. 

6. What is your estimate of the value of Jefferson's public services? Give 

reasons. 

7. Explain why a Vi^ar with England was preferred to a war with France, 

altliougli France had given us more cause for resentment. 

00 



UNITKD STATKS HISTOUV 



8. Why was Madison, a luaii of pcaci', powerless to prevent war? 
!K Tabulate the principal naval and military engagements according to 
the following: 



NAME OF ENGAGEMENT COMMANDERS 



DATE 



RESULT 



10. Explain how Perry's victory turned the scales of war in the Northwest. 

11. Explain the "strategy" of the war of 1812. Was it fought in vain? 

Reasons for your answer. 

12. Give an account of the Hartford Convention. What was its effect 

upon politics? 

LESSON ELEVEN. 



Administrations of ■James Monroe. 1817-1825. 

Biography of Monroe. 

Vice-President, Daniel D. Tompkins. 

Increase of national feeling. 

Era of good feeling. 

Seminole War. 

Agreement relative to the Great Lakes. 

Protection to home industries. 

Internal impro\ements. 

Erie Canal. 

Cession of Florida. 

Missouri Compromise. 

Reelection of ]\[onroe almost unanimous. 

Spanish American Republics. 

Monroe Doctrine. 

Tariff of 1824. 

Visit of Lafavette. 



.NORMAL COURSE. 

l*l■e^^i(U!lltial clc'ctioii. 
Candidates. 

Result. 

AdiHinisfiyition of John Quinvij Adams, 1825-29. 
Biography. 

Vice-President, John ('. Caliionn. 
Cornerstone of Bunker Hill ^Foniuncnt laid, 1825. 
Internal improvements. 
Erie Canal opened, 1825. 
i'an-American Congress pro])ose(l. 
Ditficulties ^^'ith the Creeks. 
Anti-Masonic party. 
Death of Adams and Jefferson. 
Era of ill feeling. 
Protective Tariff of 1828. 
Election of Andrew Jackson. 

Adiiiinislratioiis of Andrcir Jackson. 1829-1837. 
Biography of Jackson. 

Postmaster-General given cabinet seat, 1829. 
Removals from office, 1829. 
"Spoils System," 1829-31. 
Independence of Mexico recognized, 1829. 
The first Mormon Church, 1830. 
Webster-IIayne debate, 1830. 

Veto of bill for renewing U. S. Bank Charter, 1832. 
Calhoun Advocacy of N'ullification, 1831-32. 
South Carolina's Nullification Act, 1832. 
Compromise Tariff Bill, 1832. 
Cholera's first appearance in America, 1832. 
Black Hawk War; the Seminoles; Osceola, 1832-1842. 
Jackson's reelection against the opposition of Clay and Webster. 
Cherokees in Georgia, 1830-1838. 
McCormiek reaper ]3atented, 1834. 

24 



UNITED STATES HISTOR\ 



Kise of the Aholilioiiisls. 
Xat Turner Insurrcctidii. 
Surplus revenue'. 
Klection ot* Vnn liurcii. 



EXEKOISK^. 



1. Explain the occasion for tlic Monroi' Doctrine. State it. What were 

the immediate ctrects of its promulgation!^ 

2. Discuss the ^Missouri Connn-omise. Wliat names are associated with 

it? Was it a wise measuiv":' Reasons for y(nir .inswei'. 

3. Is credit f(n- the "l^ra (vf (iood Feelini;"' ilue to .Monroe y Discuss. 

4. Deseril)e the intei'ind imjtrovenieiits inaugurated undei- dohn (). Adams. 

5. What were the <)])po^iiig \ icws ahoui internal improvcincnts ? About 

tariff'? About the Tiiited States Hank? 
(I. E.\i)]aiii the meaning of tlie following teians: "Kotation in Otftce*'; 
"Spoils System""; "Xullilicat ion"" : "State IJights."" What names 
are associated with Ih.em? 

7. What was Henry Clay's Conipi'oniise Taritf? 

8. What were the great political (piestions duiing Jackson's adminis- 

tratiojis. 

9. Give an analysis of the character of Amlrew daekson. 
10. Give a summary of his ]ud)lie services. 

IL Distinguish between the ])olitics of dohn ('. ("alhoun and those of 
Andrew Jackson. 

LESSON" TWELVE. 

Aclministratioii of Van Buren, 1837-41. 
Biography. 

Vice-President, Richard M. Johnson. 
Panic of 1837. 

Repudiation by certain states, 1837. 
Canadian Rebellion, 1837-1838. 
Abolition movement, 1834-1840. 

25 



NORMAL COURSK. 

Magnetic Telegraph patented, 1837. 

Settlement of Mormons at Xauvoo, 111., 1840. 

Establishment of Sub-Treasury. 

Abolition movement. 

Murder of Lovejoy. 

Election of Harrison aud Tyler. 

dministr(ition>i of Harrison and Tyler, 1841-45. 
Biographies. 

Death of Harrison, April 4, 1841. 
Tyler's veto. 

Passage of a Bankruptcy Law, 1841. 
Webster- Ashburton Treaty, 1842. 
Tariff of 1842. 
Dorr War, 1842. 
Rent riots in ]^ew York. 
Morse's magnetic telegraph. 
Discovery of angesthetics. 
The Mormons, 1830-1848. 
Annexation of Texas. 
First Treaty with China, 184 4. 
Election of Polk. 

(I ministration of James K. Polk, 1845-49. 

Biography. 

Mexican War: (ft) Causes, (h) Results, (c) Campaigns, {d) Promi- 
nent Generals. 
Terms of Treaty of Peace with Mexico. 
Oregon. 

"Fifty-four forty or fight."' 
Reestablishment of Sub-Treasuries. 
Tariff of 1846. 
Sewing machine invented. 
Gold in California, 1848. 

26 



TTNITBD STATES HISTORY. 

Wilmot Proviso. 

Formation of Free-Soil party. 

Election of Taylor. 

EXERCISES. 

1. What names are associated with (a) the locomotive, (b) ocean traffic, 

(/■) reapers, (//) magnetic telegraph, (e) sewing machine? 

2. What were the causes that led up to the panic of 1837 ? 

3. What is meant by the "Sub-Treasury System" ? 

4. Give an account of the Presidential election of 1840. 

5. Tell about "Fifty-four forty or fight." 

6. What were tlie causes ol' tlie Mexican War? 

7. Make a table of the principal l)attles of the war, giving commanders and 

results . 

8. Draw a map of the territory acciuired from Mexico. 

9. Was the Mexican War justifiable on the part of the United States? Give 

arguments pro and con. 

LESSON^ THIETEEN. 

Administrations of Taylor and Fillmore, 1849-53. 
Biographies. 

Invasion of Cuba by Lopez. 
Death of Taylor. 
Compromise of 1850. 
Webster and the Fugitive Slave Law. 
California admitted, 1850. 
"Personal Liberty Laws." 
Inventors ( 1839- |(i) : Elias Howe, Jr.. Charles Goodyear, Xathaniel 

Haywood. 
Letter postage reduced to three cents, 1850. 
Department of Interior estal)lished, 1849. 
Death of Calhoun, 1850. 
Death of Clay and Webster, 185:^. 

27 



NORMAL COURSE. 

'New leaders: Douglas, Jefferson Davis, Alexander .Stephens, Sumner. 

Chase, Seward. 
Slavery agitation. 
Election of Pierce. 

AdiniiiisLraliun uf Fninkint Pierce, 1853-57. 
Biography. 

A^ice-President, William H. King. 
World's Fair (Crystal Palace, N. Y.). 1853. 
Perry's Treaty with Japan, 1853. 
Pacific Railroad surveys, 1853. 
Uncle Tom's Cal)in pnhlisheil. 
Kansas-Nebraska Bill, 1854. 
"Squatter Sovereignty." 
American ]iarty, 185"^-5(i. 
Ostend Manifesto. 
Kansas troubles, 1851-58. 
Brooks's assault upon Sumner, 1856. 
Eepublican Party formed, 1854-56. 
Dred-Scott Decision. 
Underground railroad. 
Election of Buchanan. 

Administration of James Buchanan, 1857-61. 

Biography. 

Vice-President, John C. Brcckenridge. 
Mormons. 

Financial Panic, 1857. 
Ocean telegraph cable. 
Lincoln-Douglas debate, 1858. 

Discovery of gold in Colorado and silver in jSTevada, 1858. 
Oil fields of Pennsylvania discovered, 1859. 
John Brown's Eaid, 1859. 
Presidential nominations in 1860. 
Election of Lincoln and Hamlin. 

28 



I MIKD SIATKS HISrOKV. 

Secession of Soiuii Carol i n;i. Mis^issiiipi, Floriiln. Alabama, (ic'Dj-gia, 

Louisiana, Tt'xas. 
ConlV'deratc Slates of Anu'rica. 
Biogra])hy of JclVcvson Davis. 
Peace ConlVrcnci'. 
Evacuation of Fort Moult ri<\ 
Star of tiie West's attempt to liirnisli su])plies to Fort Suinter, 

KXKRCISKH- 

1. Explain why the compromis.'s of IHoO did not settle the slavery question. 

2. Name prominent persons who were opposed to slavery and tell what part 

eacli took in the agitati(ui. 

3. What led to the formation of tlif Know-Xothing Party? Give its lead- 

ing principles. 

4. What was the ])raetical effect of the Dred-Scott Decision? 

5. What was the C'ritUMidci) ( *om|ii'omise? 

I). What elements c()ni])()sed the Hei)ublican Party in the election of 1S.->(k 
and what ]irinciples did it advocate? 

7. Xame ])rominent advocates of secession. 

8. (iive the arguments advanced to justify secession. 

LESSON FOURTEEN. 

Adiniiiistratioiis of Lincoln. lS(>1-(i.'i. 

Biography. 

Inauguration. 

Inaugural address. 

Sumter fired upon, April 12, 1861. 

Etfect of the fall of Fort Sumter (a) in tlie North, (h) in the South. 

Lincoln's call for :.-),0()0 lioops, April L"), ISOl. 

The Massachusetts Sixth Regiment at Baltimore, .Vpril 19, 1861. 

Proclamation of Jefferson Davis offering "letters of marque and re- 
prisal" against the United States. 

Lincoln's proclamation of hlockades against the southern ports, (n) 
partial, April 19; (6) general, April 23. 

29 



NORMAL CULRSK. 
THE CIVIL WAR. 

Confederate lines of defense. 

Secession of Virginia, April 1?, 1861. 

Secession of Arkansas. Tennessee and North Carolina, May 14, 1861. 

Campaigns in West Virginia. 

Battle of Bull Run. July 21. Importance. 

McClellan's organization of the Army of the Potomac. 

Northern plans of campaign (//) to take Richmond, (b) to open the 
Mississippi, (a) to maintain a hloekade. 

Mason and Slidell. 

General Butler's treatnu'nt of Negroes as contraband of war. 

War in Missouri: (a) Battle of Booneville, (/)) Battle of Wilson's 
Creek. 

Grant's campaigns in the West (1862): (a) Fort Henry, (h) Fort 
Donelson, Feb. 14; {<■) Shiloh, April 6-7. 

Commodore Foote's capture of Island No. 10, April 8. 

Farragut's capture of New Orleans. 

Duel between the Monitor and the Merrinuiek. 

McClellan's peninsular campaign: (a) Yorktown ; (h) Jackson's de- 
feat of Banks in tlie Shenandoali ; (c) Recall of McDowell to 
defend Washington; {d) General Robert K. Lee assumes com- 
mand of the Confederate Army; (e) Seven days fighting. 

Pope's defeat at the second Battle of Bull Run. 

Lee's invasion of Maryland : (a) Harper's P'erry. (b) Sharpsburg, (c) 
Antietam. September. 

Burnside succeeds McClellan as Commander of the Army of the 
Potomac. 

Defeat of Burnside at Fredericksburg. December. 

Bragg's invasion of Kentucky. 

Battle of Corinth. October. 

Battle of Murfreesboro, iJecember, bot^\■een Rosecrans and Bragg. 

EXERCISES- 

Compare the North and the South at the outbreak of the Civil War 
(a) as to population, (&) manufactures, (c) natural resources, (d) 
lines of defense, (e) military leaders, (/) navy and merchant marine. 

30 



I'NITED STATES HISTOHV. 

2. What advantages did the South possess? The North? 

3. In planning secession, how did the southern leaders argue (a) as to 

the chances for war, (7;) as to the action of all tlic slave states, (c) 
as to hope for aid from France and England? 

4. How were the}' disappointed ? 

5. Who were '"War Democrats/' "Peace Democrats,"' "Copperheads"? 

6. Discuss the effect of the blockade. 

7. What was the "grand strategy" of the North? Outline it. 

8. What revolution in naval warfare was effected? 

9. What was the legal status of the slave during the first part of the war? 
10. Explain how men like Alexander Stephens came to cast their interests 

with the Confederacy. 

LESSON FIFTEEN. 

Cainijaigns and Events of 1863, 1864 and 1865. 
Emancipation Proclamation. 
Hooker's defeat at Chancellorsville. 
Death of Stonewall Jackson. 
Lee's second invasion of the North. 

Lee's defeat at Gettysburg l)y Ceneral ^leade, July 1, 3, 3. 
Grant's siege of Vicksburg. 
Surrender of Yicksburg, July 4. 
Morgan's raid through Kentucky, Indiana and Ohio. 
Confederate Privateers (a) Alabama, (h) Georgia, (c) Shenandoah, 

(d) Florida. 
Military conscriptions North and South. 
Greenbacks. 
Premium on gold. 
Southern finances. 
National Bank Act. 

Surrender of Port Hudson to General Banks. 
Defeat of Rosecrans at Chickamauga. 
Relief of Chattanooga by General Grant. 
General Grant appointed Lieutenant-General. 

31 



NORMAL COURSE. 

Plan of campaign : Grant to move on Eichmond by direct route and 
Sherman to move from Chattanooga toward the sea. 

Grant's Battles: Wilderness, Cold Harbor, Mine Exjjlosion at Peters- 
burg, July Siege of Petersburg. 

Early's raid and battle at the Monocacy. 

Sheridan in the Shenandoah A'alley. 

Sherman's capture of Atlanta. 

Sherman's March to the Sea. 

Red River expedition. 

Farragut in Mobile Bay. 

Capture of Confederate cruisers. 

Reelection of Lincobi. , 

Peace negotiations. 

Sheridan's Raid. 

Capture of Petersburg and Richmond. 

Lee's Surrender, April 9, 1865. 

Sherman's operations after leaving Savannah. 

]jincoln's Assassination, April 14. 

Capture of Jefferson Davis. 

Losses from the war. 

Sanitarv and Cliristian coniiuissioiis. 

Army (lisb.-UKU'd. 

K.XKU'CISKS. 

I. \\\\\ did Lincoln oNcri'idc the jirodamations of I'nioii commanders free- 
ing slaves? 

'2. ^^'llat was the justification of his Emancipation Proclamation? 

'.). (live instances of ])oliticaI interference with military matters. 

1. Who. in your opinion, wa^ ihc alilcst general in the Northei'ii Army? 
(iive reasons. hi the Southei-n .\i'niy? liea^oiis. 

5. Give a brief account of the (iiuiucial diHiculties (both North and South) 
aiul tell how they were met. 

(). Name Lincoln's great secretaries. 

7. Xame five Northern commanilers. gi\ing the [)rinci])al engagements of 
eacli. Five Southern commanders. 

H. Describe the condition of the South at the close of the war. 

•.\2 



INITED STATES HISTOKV. 

LESSON SIXTEEN. 

Anareiv Johnson's Adnn'nisI ration, April 15, 1865-1 8fi9. 

Biography. 

Provisional Governments in the South. 
Thirteenth Amendment. 
.Reconstruction Acts. 
Fourteenth Amendment. 
Impeachment of Johnson. 
Amnesty Proclamation, Christmas, 1868. 
Atlantic cable. 
Purchase of Alaska. 
French in Mexico. 
Ku-Klux-Klan, 18^58-1871. 
Burlingame's Chinese Treaty, 1868. 

Bancroft's Treaty with the North German Confederation concerning 
Expatriation. 

Administrations of General (irant, 1869-1877. 
Biography. 

Completion of the Union Pacific Eailroad. 
Proposed purchase of San Domingo. 
Fifteenth Amendment. 
"Force Bill." 

Indian "Peace" or "(Quaker Policy." 
Fenian excitement, 1870. 
Weather Bureau esta1)lislied, 1870. 
Treaty itf Washington. 1871. 
Aliihtinm A\v;n\^. JST-? (.H>1.-)..")(io.(mmi t<. V. S.). 
Northwest t)Oundary of V. S. settled in favor of the U. S., iSl'Z. 
Fishery Awards to (Jival J'.i'itain. 1877 (.$5,500,000). 
Chicago and Boston live<, ls;i, 187';?. 
Credit Mobil ier, \X'i-l. 
Invention of the telephone. I87;i-77. 
.\jnnosty Bill. 187'^. 

a;} 



NORMAL COURSE. 

Modoc War, 1872. 

Commercial crisis, 1873. 

Ohio temperance crusade, 1873-74, 

Whiskey frauds, 1875. 

Resumption Act, 1875. 

Centennial Exposition, 1876. 

Sioux War, 1876. 

Admission of Colorado, "Centennial State.'^ 

Election of Hayes and Wheeler. 

Electoral Commission. 

Administration of R. B. Hayes, 1877-1881. 
Biography. 

Railroad strikes, 1877. 
Yellow fever in the South, 1877-78. 
Silver Bill, 1878 (Bland). 
Mississippi jetties. 
Grant's tour. 

Resumption of specie payments, 1879. 
Invention of the phonograph. 
Election of Garfield and Arthur. 

EXERCISES. 

1. What two things were settled hy the war? 

2. Discuss the French in Mexico. 

3. What was the Freedmen's Bureau? 

4. Discuss the Im})eachineut of Johnson. 

5. Compare Grant as president with Grant as a soldier. 

6. What, in your opinion, is the greatest event in Grant's administra- 

tions? Give reasons. 

7. What were the aims of the Liberal Republicans? 

8. What was Grant's policy toward the Red Man? 

9. Discuss the election of Hayes. 

10. How was the resumption of specie payments accomplished ? 

31 



L'NITKU S'lATES HISTDRY. 

LESSON SEVENTEEN. 

Administrations of GarfeJd nud Arilinr, 1S81-1885. 
Biographies. 

Assassination of Garfield. 
Investigation of Star Route frauds. 
Edmund's Anti-Polygamy Bill, 1882. 
Anti-Chinese Bill. 
Civil Service Act, 1883. 
Mississippi floods, 1882. 
Tariff revision. 
Brooklyn Bridge, 1869-1883. 
Standard Time, 1883. 
New Orleans Cotton Exhibition. 1884. 
Election of Cleveland and Hendricks. 

First Administration of Grover Cleveland, 1885-1889. 
Biography. 

Presidential Succession Bill, 188(i. 
Chinese Exclusion Act, 1888. 
Department of Agriculture created, 1888. 
Chicago Riots (Anarchists), 1886. 
Charleston earthquake. 
Statue of Liberty. 
The surplus. 
Mills Tariff Bill. 
Election of Harrison and IMorton. 

Administration of Benjamin Harrison, 1889-93 
Biography. 

Oklahoma opened, 1889. 
Washington Centennial, 1889. 
Johnstown flood, 1889. 
Pan-American Congress. 1889. 
McKinley Tariff Bill. 

35 



Non.M VL roURSK. 

Pension Bill. 

Farmers' Alliance. 

Trouble with Italy. 

Trouble with Chili. ' 

Behring Sea. 

Ballot reform (Australian). 

Homestead labor troul^les. 

Columbian Exjujsilion. 

Election of Cleveland and Ste\ensoii. 

Seroiiil AtlniinistrafioH of Clccchtiul. 
Financial panic. 
Hawaii. 

Wilson Taritt' Bill, 18'J-1. 
Coal strikes, 1894. 
Coxey's Army, 1894. 
Election of IMcKinley and Hobart. 
Venezuelan boundary. 

EXERCISES- 

1. Discuss "Civil Service Eeform" under Garfield and Arthur. 

2. For what was Cleveland's first administration notable? 

3. Under Harrison's administration, discuss "McKinley Tarilf Bill"' and 

"Ballot Reform.'" 

4. Give an account of the Venezuelan boundary dispute. 

5. Explain the causes of the Panic of 1893. 

6. Which administration of Cleveland was more successful, the first or the 

second ? Give reasons. 



LESSON EIGHTEEN. 

Administratio7is uf McKinley, 1897 — 
Biography. 
Klondike. 

36 



TNITED STATKS HISTOKY. 

Dingloy Tariff Bill. 

('ul)il. 

The Maiiu' blown up. 

War with Spain. 

Dewey's victory at Alanila. 

Destruction of C'ervera"s fleet at Santiago. 

Capture of Santiago. 

Treaty of Paris, 18i)S. Terms. 

Cost of the war. Losses. Bonds. 

Annexation of Hawaiian Islands, 1898. 

Wake Island, 1899. 

Samoan Islands. 

United States acquires Tutuila (Samoan group), 1899. 

Death of Vice-President Holjart. 

Reelection of McKinley. 

A'ice-President, Theodore Roosevelt. 

EXERCISES. 

1. Daw maps illustrating the military and naval operations of tlie Spanish 

war. 

2. Make a table of the important events of this war, giving names of com- 

manders of battles, and results. 

3. Give a history of events leading up to the war. 

4. What were the issues in the last presidential campaign? 

5. Xame the President's Cabinet. 

6. What is the legal status of Porto Rico, Cuba, The Philippines, Hawaii? 

7. What is the so-called Sampson-Schley controversy? 

8. Discuss the "Billion Dollar Trust." Xame other important so-called 

trusts. 

MISCELLAXEOUS. 

1. Give names of ten prominent literary characters in the history of our 

country and mention their great works. 

2. Name five artists, 



NORMAL COURSE. 

3. Contrast ihe United States of 1790 with the United States of the 

present day (a) as to population, (&) wealth, (c) territory, (d) 
manufactures, (e) agriculture, (/) influence among the nations of 
the world, (g) commerce, (/i) cities, (i) education. 

4. Make a table of the important inventions in the history of the United 

States, giving names of inventors. 

5. Describe the development of railroads and telegraphs. 

6. Explain the causes of our remarkable growth. 

7. Discuss our "foreign relations"' at the present time. 

8. Give a brief account of the progress of education in the United States 

during the last centurv. 



as 



CIVIL GOVERNMENT. 

A survey of the essential principles of government, including; Colonial and 

Revolutionary governments, Articles of Confederation, and 

an analysis of the Constitution. 



Text-hooks rcconuuended for sfndr or reference . 



Fiske's Civil Government in the United States 
Dole's American Citizen, .... 

McCleary's Studies in Civics 

Thorpe's Government of the United States, 
Townsend's Analysis of Civil Government, 
Hinsdale's American Government, 
Macy's Our Government, .... 



Si. 00 
.qo 

I. GO 
l.OO 

1 .oS 
'•25 
•75 



CIVIL GOVERNMENT. 



LESSON ONE. 

Government. 



Definition. 
Necessity. 
Office. 
Purpose. 
Kinds : 

Monarchical. 
Limited. 
Absolute. 
Oligarchical. 
Mixed. 
:\mitary. 
Democratic. 
Pure. 
Republican. 



EXEHCISES. 



1. Define and give examples of the d liferent kinds of government as out- 

lined. 

2. Distinguish l)rtween a democracy and a republic. 

3. What is meant by a centralized government? 

4. What is a military government ? Examples. 

5. Distinguish between written and unwritten constitutions. Illustrate. 

6. What is meant by local government? Illustrate. 

7. Define and illustrate political rights and duties; social, economic, in- 

ternational. 

8. Explain why governments must have the power of collecting taxes. 

41 



NORMAL COURSE. 

9. What was the principal weakness of the government during the Ameri- 
can Eevolution ? 

10. Define taxes. The right of eminent domain. 

11. Does taxation ever become robbery? Explain. 

12. Which is the more powerful branch of Congress? Why? 

13. How does the modern republic differ from the ancient republics ? 

14. What is the basis of the American system of government? 

15. What is the essential difference between the American Eepublic and 

the French liepublic? 
1(). Classif}' the governments of tlie world according to the outline. 

17. What are the advantages of the monarchical form of government? 

What are the weaknesses ? 

18. What are the advantages of a republican form of government? Does 

it possess any elements of weakness ? Explain. 



LESSON TWO. 



Colonial Govern inents. 



Commercial corporations. 

Proprietary. 

Eoyal. 

Charter. 

Voluntarv Association. 



EXERCISES- 



1. Define the different kinds of colonial governments as outlined, and 

give an example of each kind. 

2. What were the London and Plymouth Companies? 

3. What rights were guaranteed to the colonists by their charter? 

4. What was the Mayflower Compact? 

5. When was Virginia first allowed to elect a colonial legislature ? 

6. In what important respects did the Massachusetts Charter of 1692 

differ from that of 1629 ? 

4i: 



CIVIL GOVERNMENT. 

7. What was the government ot tlie (Jonnt'cticut Colony and the New 

Haven Colony till 1G65? 

8. What were the liberal provisions of the Conneciicut and Rhode Island 

charters of 1G62? 

9. How long did these charters remain in force? 

10. Describe the governiticiits of Rhode Island and Connecticut till 1665. 

How did they diflV'i- from tlic (Irst government of Massachusetts? 

11. Who appointed governors in ])ro|)ri('tary colonies? In royal colonies? 

To whom were they responsible? 

12. Who controlled taxation in all colonies? 

13. In what respects were the governments of all colonies alike? 

l-t. Show the similarity of the colonial government to the English system. 

15. Were the colonial legislatures always two-chambered? What excep- 

tions ? 

16. What was the basis of representation in the popular assemblies? 

IT. F.xplain the three kinds of local government; viz., [own, county, and 

mixed. 
18. What was tlie Governor's Council? How were its members appointed? 

How did Ihe Pennsvlvania Council differ from other councils? 



LESSON THREE. 

The Revolution. 

Causes of ill feeling between England and her colonies 

a European idea of a colony and its objects. 

& Restrictions in manufactures and trade. 

c Writs of Assistance. 

d Special and general search warrants. 
Direct causes. 

a Colonial. 

/; English. 
Indirect causes. 

(I Coloiiial. 

h English. 

43 



NORMAL COURSE. 
EXERCISES. 

1. What was the English idea of a colony? 

2. Describe some restrictions that were made in colonial manufactures 

and trade. 

3. What was a "Writ of Assistance"? Its purpose? 

4. What was a special search warrant? A general search warrant? 

5. Describe the M'ew England Confederacy. Object? 

G. What was the Albany Congress of ITS-t? Purpose? How many 
colonies were represented ? 

7. What was the Stamp Act Congress of 1765? Ilow many colonies were 

represented ? 

8. What was the occasion of the circular letter of Massachusetts of 1768? 

Purpose ? 

9. What was the object of the town committees of correspondence in 

Massacbusetts in 1772? 

10. What was the object of tlie colonial committees of correspondence in 

1773? 

11. What was the occasion of the first Continental Congress? What did it 

accomplish? What declaration was drawn up? 

12. When did the second Continental Congress assemble? Who composed 

it? How long did it govern the country? 

13. Give a history of the Declaration of Independence. 

14. Explain why the Continental Congress was not a sovereign body in the 

full sense. 

15. What functions of sovereignty did it exercise? 

16. What were the Articles of Confederation? Give their history. 

17. What were their defects? 

18. Describe the situation in 1786 that led to the Convention of 1787. 

19. What were the three great questions before tlie Convention ? 

LESSON FOUE. 
Departments of Governmeul. 
1. Legislative. 

44 



civil- OOVEHN'MKNT. 

2. Executive, 
o. Judicial. 

DrfniidoitK of vdcli : 

/ louse of Beprcse II l(t fives. 
\\'hat does it represent? 
How (•oin])ose<l ? 

W'lio can vote fof lvr|in'S('iita(iv(^s ? 
(^>na]itica(i()n^ I'oi- iiicnilxTsliii) ? 
How are lucnihcrs a[)|)orti(»n('(l y 
Length of term ? 
Compromise as to slaves? 
How are vacancies filled? 

Senate. 

What does it represent? 

How are members chosen? 

How are members apportioned? 

Ijcngth of term ? 

Qualifications for membership? 

Vacancies — how filled? 

President of Senate ? When does he vote ? 

President pro tempore? When may he vote? 

Power as to impeachment ? 

Presiding officer in impeachment ? 

Vote necessary to convict ? 

Judgment ? 

EXERCISES. 

1. What was the Connecticut Compromise? 

2. What did the advocates of a strong government want the Senate to 

represent ? 

3. Why are U. S. Senators chosen by state legislatures and not by the 

people ? 

4. What is meant by the "continuous existence" of the Senate? 

45 



NORMAL COURSE. 

5. Xame the officers of the House. Of the Senate. 

6. Define impeachment. 

7. Who may be impeached ? Xame the famous impeachment trials. 

8. What are the arguments for electing IT. S. Senators by direct vote? 

Give the objections. 

9. AVhieh branch of the Legislative Department is more closely in touch 

with the voters? Explain why. 

10. Xame the U. S. Senators from your state. Your Representative in 

Congress. Give their politics and tell when their terms of office 
expire. 

11. What is a representative-at-large ? How elected? 

12. What are the main provisions of the law of 1866 relating to the elec- 

tion of Senators? 

13. Explain the duties of each House in impeachment cases. 

14. Describe the different modes of voting. 

LESSOX FIVE. 

Congress. 

Times, places and manner of holding elections? 

Power of Congress over state regulations? 

Electoral districts? How formed? 

Unfairness of many electoral districts? 

Time of assembling ? 

Interval between the election of Eepresentatives and their taking their 

seats ? 
Membership? How determined? 
Quorum ? 

Eules of proceeding? 

Punishment of members for disorderly conduct? 
Expulsion of members? 
Journal of proceedings ? 
Yeas and nays? 
Adjournment? 
Compensation of members? 

46 



CIVIL GOVERNMENT. 

Privilege from arrest. 

Responsibility for debate ? 

Eight of members to hold other offices? 

EXERCISES- 

1. \\'hat is meant by "Gerrymandering"? Give au illustration. 

v\ What are the advantages of the "district system" in electing Repre- 
sentatives ? 

o. What are the arguments in favor of electing Representatives-at-large? 

4. What are the disadvantages of the long interval between a Representa- 
tive's election and the beginning of his services? 

0. Do .Senators labor under the same disadvantages? 

t). What is the number of the present Congress? 

7. What are the duties of the Speaker of the House of Representatives? 

Salary ? 

8. Describe the different modes of voting in the House. 

0. Why are some of the proceedings of Congress kept secret ? 

10. V\'\v,\t new rule did Thomas Reed enforce while Speaker? 

11. \\\v,\t is the meml^cM'ship of the House of Representatives? Of the 

Senate ? 
1'^. Explain the manner of electing Congressmen. What are their 
salaries? 

LESSON SIX. 

Legislation by Congress. 

What bills must originate in the House? 

Amendments by the Senate? 

E.\])lain the process by which a bill becomes a law. 

Veto power? 

Manner of passing bills over a veto? 

What is the "pocket veto"? 

Powers of Congress. 

To provide revenue? 

47 



NORMAL COURSE. 

To borrow money? 
To regulate commerce? 
As to naturalization? 
As to bankruptcy ? 
As to counterfeiting? 
As to post offices and post roads? 
As to patents and copyrights ? 
To constitute judicial tribunals? 
To punish piracy? 

To declare war, grant letters of marque and reprisal? 
To provide for armies and navies ? 
To suppress insurrections and repel invasions? 
To call out, arm and discipline the militia? 

To exercise authority over District of Columbia and all places pur- 
chased, by consent of legislatures, for the erection of forts, etc.? 

EXERCISES. 

1. What is the advantage of the veto power? 

2. What are the arguments against the veto power? 

3. Distinguish between direct and indirect taxes. 

4. Define duties, imports, excises, internal revenue, income tax. 

5. How does the United States Iioitow money? 

6. What is the Inter-State ('omnicrec Commission? Duties? 

7. Explain the steps by wliich a foreigner may become naturalized? 

8. What are tlie ol)jects of ;i Xational Bankruptcy Act? Do we have 

one at present ? 

9. What does the "regulation of commerce" mean? 
10. What is meant by reciprocity? Give illustrations. 

LESSON^ SEVFA^. 

EXERCISES. 

1. Explain how Congress regulates tbe value of money. 
3. What is meant by "16 to 1" ? 

48 



CIVIL GOVERNMENT. 

3. What is our standard of weights and measures? 

4. Why protect inventors and authors? 

5. How are pati'Uts obtained? Copyrights? 

(). Define piracies and felonies on the higli seas. What is meant by the 
Law of Nations? 

7. How are wars best prevented ? 

8. What are marque and reprisal? 

9. What is it to declare war? 

10. Why should Congress have the power? 

il. Distinguisli between the militia and the regular army. 

12. What is the i)rcsent strength of the U. .S. Army? 

13. Of what is our navy composed? 

1-1. Xame five distinguished army officers. 

15. Xame five distinguished na\al officers. 

16. How many classes of post offices in the United States? 

17. Why should we have other than state courts? 

18. Why other than the U. 8. Supreme Court? 

19. How many circuit coui'ts? How constituted ? 'I'erritory? 

20. What is meant by counterfeiting? Penalty? 

•^1. Explain what is meant by the "Elastic Clause" of the Constitution. 

22. Explain how the interpretation of this clause divided the American 

peopk' into two great political parties after 1789. 

23. Why should Congress have power over bankruptcy and naturaliza- 

tion ? 

24. How is I be Citv of Wasbiiiglon governed? 



LESSON EIGHT. 

CuiK/rcss fi/rhiildcn 

To restrict slave trade. 
a. Limitations ? 
h. When abolished ? 
To suspend habeas corpus. 
a. Exceptions? 

49 



NORMAL COURSE. 

To make such laws as 

a. Bill of attainder. 

b. Attainder of treason. 

c. Ex post facto law. 
To lay direct taxes. 

a. Exception ? 

To lay tax or duties o]i domestic exports. 

To favor the ports of one state over those of another by regulation of 
commerce or revenue. To require vessels bound to or from one 
state, to enter, clear, or pay duties in another. 

To draw money from the treasury without appropriations and with- 
out published statements. 

To make appropriations for the support of armies beyond two years. 

To repudiate 

a. Territorial claims. 
h. Contracts. 

c. Public debts. 

d. Claims for the loss or emancipation of slaves. 

e. Debts or obligations in aid of insurrection or rebellion against 

the U. S. 
To grant title of nobility; 
To prohibit free exercise of religion. 
To make laws respecting an establishment of religion. 
To abridge 

a. Freedom of speech or press. 

b. Eight of people to peaceably assemble and petition the govern- 

ment. 
To infringe on the right of the people to keep and bear arms. 
To require a religious test as a qualification to any office or public 
trust under the U. S. 

EXERCISES- 

1. What is the Writ of Habeas Corpus? 

2. What are bills of attainder? 

50 



CIVIL (iOVEllNMEM'. 



3. Illustrate the meaning ol' ex post facto laws. 

4. Why are war appropriations limited to two years? 

5. What is repudiation ? 

6. Is repudiation recognized as right in bankrupt laws? 

7. What are the arguments for civil and religion? freedom? 

8. Distinguish between freedom and license. 



LESSOR XINE. 

77/ c States are forbidden 

To coin money. 

To emit bills of credit. 

To impair contracts. 

To enter into any treaty, alliance or confederation. 

To lay duties. 

a. Exception? 
To enter into any agreement or compact with another state or -witli 

a foreign power, or engage in war. 

a. Exception? 
To pass bills of attainder. 
To pass ex post facto laws. 

To make anything but silver and gold a legal tender. 
To grant letters of marque and reprisal. 
To permit slavery. 

Stales are subordinate 

To U. S. Constitution. 
To U. S. laws. 
To U. S. treaties. 
To T". S. judiciary. 

States are bound 

By the U. S Constitution. 

By constitutional amendments. 

51 



NORMAL COIRSK. 

Ojficiah hound hi/ (/(i/li or (ifp'nii(itii)ii hi siijipmi Uic I' . S. Cunatitulioii 
(I. Senators. 
h. l^epresentatives. 
r. ^Members of state legislatures. 

d. Executive and judicial officers of hoth tlie FnitcMl States aud of 
the several states. 

KXKK'CISKS. 

1. Distiuguisli between an oiilb and an aniimalion. Wbo are permitted 

to attirm ? 

2. Why is the Constitution of the F. S. the supreme law? 

0. Why should states be restricted as to treaties? As to coining money? 

1. What is a legal tender for the ])aynie]it of debts? 
5. Give the oath that is taken by all state otRcers. 

G. What were "wild-cat" banks? 

T. What is money? 

8. Name the different kinds of money issued by i:he L. S. 

9. What was the Legal Tender Act of 1863? 

10. What is meant by the impairments of contracts? 

LESSON TEN. 

Bights of the States. 
To representation 

a. Li the House. 

h. In the Senate. 

c. Basis? 
To determine time, place and manner of electing Senators and 

Representatives. 

a. P]xceptions? 
To train the militia by IT. S. manual and to appoint oflfieers. 
To iiave full faith and credit given in each state to public acts, 

records and judicial proceedings of every other state. 

a. Power of Congress? 

52 



CIVIL (i()Vp:RNMENT. 

To liave their citizens ciijov all privileges and inun unities of citizens 

in the several states and ol' the United States. 
To preserve state boundaries. 
To have fugitives delivered. 
'J'o have guaranteed 

a. A repuhliean form of government. 

b. Proteetio)! against invasion. 

r. Protection against domestic violence. 
To reserve powers not delegated to the U. S. nor prohibited by it to 
the states. 

EXERCISES- 

1. What is the basis of representation in Congress? 

2. Why shonld Congress have any control over determining the time, 

place and manner of electing Representatives aiid Senators? 

3. Why should states be permitted to train the militia and ai)point its 

officers ? 

4. What is meant by a "republican form of government"? 

5. Explain what is meant by "reserved powers." Give an illustration. 
(). How is Congress limited in making new states? 

7. How conld new states be formed from old states ? 

8. Is citizenship delined and fixed by the United States Constitution? 

Why? 

9. Explain why women are permitted to vote in national elections in a 

few states. 
](». Ex})lain the ai^plication of the fifteenth amendment in determining 
citizenship. 

LESSON EivEVEX. 
Rights of iiuUvidiinIs 

As to domicile, in peace and in war. 

Soldiers shall not be quartered, in time of peace, in any house with- 
out the consent of the owner, nor in time of war, except in a 
manner to be prescribed by law. 

53 



NORMAL COURSE. 

Treason. 

Two witnesses to the same overt act, or a confession in open court, 
necessary to convict of treason. 
Security of the people in their persons, houses, papers, and effects 
against unreasonable searches and seizures. 
No warrants shall issue but upon probable cause, supported by oath 
or affirmation, particularly describing the place to be searched, 
and the person or tilings to be seized. 
In capital or otherwise infamous crime 

a. Grand jury must indict. 

b. Cannot be })ut twice in jeopardy of life or limb for same 

offense. 

c. Cannot be comitelled to be a witness against himself in 

criminal cases. 
(L Cannot be deprived of life, liberty or property without due 

process of law. 
e. Private property cannot be taken for public use witliout just 

compensation. 
]n criminal prosecutions. 
". Kind of trial? 

b. When tried? 

c. Where tried? 
c/. .Accusation ? 

e. ^lust be confronted by witnesses. 

/. Entitled to counsel. 

(J. Bail must be reasonable. 

k. Punishments must not be cruel or unusual. 
In civil actions. 

a. Jury trials, wliere value in controvers}' exceeds twenty dollars. 

b. .Second trinls as to matters of fact ? 

Privileges and immunities of citizens of the F. S. cannot be abridged 
by any state. 
States cannot deprive individuals of life, liberty or property with- 
out due process of law, nor deny to any person within its juris- 
diction the equal protection of the laws. 
r.I 



9 



CIVIL GOVERNMENT. 

EXKRCISES- 

Define treason against the U. S. 

Distinguish betAveen natural rights and legal rights. 

3. Distinguish between grand juries and petit juries. 

4. "A man's home is his castle."' Explain. 

5. What jH'otGction is alTorded by tlie ti'inl by jury? 

6. Define warrant. Indictment. 

7. Do all states have grand juries y 

8. Will the state provide counsel in civil actions? 

0. "A man is presumed to be innocent until lie is found guilty." Explain. 

10. What protection is afforded by grand juries? 

11. What is the "bill of rights" of the Constitution ? 
\'L Mention tlie riglits of persons accused of crime. 

LESSON TWELVE. 

E:recutive. 

Vested in a president. 
Term ? 
Qualifications. 

a. Citizenship ? 

b. Age? 

c. Residence? 
Salary ? 

Oath of office ? 
How removed? 

rowers and duties. 

Commander-in-chief of the army and navy. 

Of the militia when called into actual service. 

May require written opinions of principal executive otficers. 

^lay grant reprieves and pardons for offenses against the L'. S. 

a. Exceptions ? 
May make treaties under what conditions? 

55 



NORMAL COURSE. 

Shall nominate, and by and with the advice and consent of the Senate 

appoint 

(I. Ambassadors. 

h. Other public ministers. 

r. Consuls. 

(1. Jndge of Supreme Court. 

c. All other officers of the U. S. unless appointments are other- 
wise provided for. 
Fill vacancies during tlie recess of the Senate by granting commis- 
sions which shall expire at the end of their next session. 
Send messages to Congress." 
Convene Congress on e^ctraordinary occasions. 
Adjourn Congress under certain conditions. 
Eeceive ambassadors and other public ministers. 
Faithfully execute laws. 
Commission officers. 
]\ray veto laws. 

EXERCISES. 

1. Why limit the number of terms of a president to two? Is there- such 

limitation ? 

2. Why ref[uire that he should be a native of this country? 

3. Are children born alu-ond under eertain circumstances eligible to the 

presidency ? p]\]:)lain. 

i. What would be the disadvantages of electing the president by direct 
vote ? 

o. What is meant by receiving ambassadors? 

G. Tender what circumstances may he adjourn Congress. 

7. Distinguish between reprieves and pardons. 

j^. How did President McKinley exercise his power as Commander-in- 
chief of the Army and Xavy during the Spanish-American war? 

LESSON THIRTEEN. 

Election of President. 

How are presidential electors appointed? 

56 



CIVIL GOVERNMENT. 

How is tlie nuinlK'i- for each state determined? 

Where do they meet? 

]\Ianner of voting? 

What lists are made? 

Where are they transmitted after l)eing signed and certified? 

To whom directed? 

Wlio opens the certificates? 

In whose presence? 

How are the votes counted? 

What vote is necessary to elect a president? 

lender what circumstances does the House of Representatives elect 

the president? 
What quorum is necessary? 
How is the vote taken? 
How is the vice-president elected in case of non-election by votes of 

electors ? 
Why should the House elect the president when there is no election 

by votes of electors? 
Why should the president's salary not be increased during his term? 
What important contest raised the question "who shall count the 

electoral vote" ? 
In what respects does the present plan of electing the president and 

vice-president differ fi'om that in the time of Washington? 
Explain the unsatisfactory features of the old plan. 
Are there any weak points in the present plan of electing presidential 

electors? Explain. 



LESSON FOURTEEN. 



Tlie Vice-President. 

Who are eligible ? 
Election. 

a. By electors. 

h. By Senate. 

57 



NORMAL CUURSIi. 

Term ? 

Powers and duties. 

a. President of Senate. 

h. Acting president of the United States, 

EXERCISES. 

1. Why not allow the Senate to choose their own presiding officer? 

2. When does the vice-president vote in the Senate? 

3. Name the vice-presidents who became presidents. 

4. Who is the president /:i/'o fc/H./J0/-(? of the Senate? How elected? Duties? 

Methods of nominaiing candidates for president and vice-president before 
1832. 

a. By congressional caucuses. 

b. By state legislatures, 
r. By local conventions. 

Since 1832. 

By national conventions. 

Nature of a National Convention. 
The platform ? 

Number of delegates from states ? 
Number of votes necessary to nominate? 

Relation of the "primaries" to district, state and national con- 
ventions ? 

EXERCISES- 

1. What were the objections to nominating candidates for president and 

vice-president by congressional caucuses? By state legislatures? By 
local conventions? 

2. What are the advantages of national conventions? 

3. Explain why voters should attend the "primaries." 

4. What are "primaries"? 

5. Explain how the voters of your township or voting precinct are repre- 

sented in national conventions. 

58 



CIVIL GOVERNMENT. 

6. Ill 1824 there were four candidates for the presidency; viz., Adams, 

Jackson, Clay and Crawford. Tell how each was nominated. 

7. Explain the origin of the titles president and vice-president. 

8. What is the order of pnjsidential succession? 

LESSON" FIFTEEN. 

The F resident's Cabinel. 

(I. Secretary of state. 

h. Secretary of the treasury. 

r. Secretary of war. 

(I. Attorney-general. 

e. Postmaster-general. 

/. Secretary of the navy. 

(J. Secretary oF the interior. 

//. Secretary of agriculture. 

EXEKCISKS. 

1. Do the heads of these departments, as a hody, have any recognized legal 

existence or authority ? 

2. Where do they iiold their jueetings? 

3. Is a record kept of their proceedings? 

4. Is the president hound to heed their advice? 

5. Explain the ditference between the president's cabinet and the "Eng- 

lish cabinet." 

6. What are the duties of the secretary of state? 

7. Why is it improper to call him a ''prime minister" or "premier"? 

8. Distinguish between ministers and cimsuls. 

9. Explain why, in 1892, the gi'ade of ambassador was established? 

10. What are the three grades of ministers? 

11. What can you say ns to the rank and importance of the secretary of 

the treasury? 

12. What are his duties? 

13. Who are his chief assistants? 

of) 



NORMAL COURSE. 



14. Who are disqualified frnni holding this |)osition? 

15. With what does the department of the interior deal? 

16. Descrihe the weather l)nreau. 

17. Of what department is it a l)raneh? 

18. What department manages the life saving service, lighthouses, etc.? 
ly. What are the duties of the following: Commissioner of patents? 

Commissioner of pensions? Commissioner of education? Land 

commissioners ? 
What are jndjlic lands ? 
How do settlers acquire title to them? 
Wliat instances can you give where Congress has given away vast tracts 

of puhlie lands? 
A^ame the president's cabinet. 

What is the Smithsonian Institution at ^^'ashington ? 
Xame the great i)id)lic l)uildings at ^\'ashington. 
What are U. S. revenue cutters? 
What are the duties of internal revenue collectors? 



^0 

22 

23 
24 
25 
26 



LESSON SIXTEEN. 

The Judiciary. 

Supreme Court consisting of 

a. Chief justice. 

h. Eight associate justices. 

c. Holds annual sessions in Washington commencing the second 
Monday in Octoher. 
Subordinate courts. 

a. Circuit courts. 

h. District courts. 

c. Circuit courts of appeal. 

Justices of Supreme Court. 

Each presides over a circuit court, assisted by special circuit judges. 
The nine circuits are divided into seventy-tAvo districts in all, each having a 
special district judge. 

(50 



CIVIL (iOVERNMENT. 

Judgei.. 

(I. A})[)oiiitx'(l liy president and Senate. 

b. Removable liy iHi])eaehnient. for wlial ? 
r. Tenure of office V 

d. Compensation!-' How fixed? When cliantiod ? 

c. Oatli of otiiee? 

J nrlsdicl ion . 

Original in what cases? 
AppeHate in what eases? 

U. S. disfrirf officers. 

(I. District attorneys. 
b. U. S. marshal. 

EXERCISES- 

1. Why should U. S. judges hold office during life or good behavior? 

2. What is meant by ''retiring judges" ? 

3. Name the chief justices of the TJ. S. 

4. Wliat is meant by "common law" ? By "statute law" ? By "equity" ? 

5. What is an unconstitutional law? 

6. Distinguish between a state and a territory. 

7. How do territories become states? 

8. How much of local government do territories enjoy? 
{). How are their governors appointed ? 

10. How are their judges appointed? 

11. What was the decision of the Supreme Court as to Porto Rico? 

12. How is Hawaii governed? 

LESSON SEVENTEEN. 

EXERCISES- 

1. What are taxes? Mention different kinds. 

61 



NORMAL COURSE. 

2. What is an income tax ? 

8. What is meant by "double taxation'' ? Illustrate. 

4^. Explain the meaning of the "single or land tax." 

5. What is a poll tax? 

(i. What are licenses? 

T. What are the duties of assessors? 

S. What kind of property is exempt from taxation? Why? 

!». Explain what is meant by a secret ballot. 

10. Describe the "Australian ballot." 

11. What are its advantages? 

12. Is the ballot a natural right or a gift of the state? Explain your 

ansAver. 

13. Who constitute the "state"? 

14. In tbe government survey ot western lands explain the meaning of 

(t. The princi|)al meridian. 

It. The range lines. 

r. 'I'he base lines. 

(I. The township lines. 

15. What important res(^rvation>; for schools were made in the town- 

ships ? 

16. Give the origin of the township in New England. 
IT. Make a list of the different township officers. 

18. Why do we have counties in the United States? 

19. Make a list of the different county officers of your county and explain 

their duties. 

20. What was the equivalent in A^irginia of the New England town 

meeting ? 
'21. What was the earliest form of civil community in Marjdand? 

22. What systems of local government came into rivalry in Illinois? Why? 

23. Tell of township government at the South. 

24. What is the ideal size of a township? Of a county? Of a state? 



CIVIL GOVERNMENT. 

LESSON EIGHTP]EN. 

EXERCISES- 

1. Leani the pivanible to the Constitution. 

2. Make an outline of the government of your state, showing 

a. The dilTerent state offices. 

h. The names of incumbents. 

c. Tlieir duties and salaries. 

d. The powers of the governor. 

e. Tlie different branches of the legislature. 
/'. The number in each branch. 

(J. Plow often the legislature meets and hoM- long it continues in 

session. 
//. The pay of legislators. 

3. Tell the important legislation of the last session of the legislature. 



63 



ORTHOGRAPHY. 

Including Syllabication, Orthoepy, and Use of Diacritical Marks. 

Text-books recommoidc'd for study or reference : 

Swinton's Xew Word Analysis $o-35 

Reed's Word Lessons, .25 



ORTHOEPY AND ORTHOGRAPHY. 

LESSON ONE. 
Orthoepy. 



Elementary sound? : 
Vocals. 
Sub-vocals. 
Aspirates. 

Letters : 

Vowels. 

Consonants. 
Syllables. 
Spelling. 



EXERCISES. 

1. What is plionology or phonetics? 

2. What is an elementary sound? 

3. How many in the English language? 

4. What are vocals ? Name them. 

5. What are sub-vocals? 

6. What are aspirates? 

7. Distinguish between vowels and consonants. 

8. When are lu and y vowels ? Give examples. 

9. Distinguish between orthoepy and orthography. 

10. What is a letter ? 

11. What are cognate sounds? 

12. What are cognate letters? 

67 



NORMAL COURSE. 

LESSON" TWO. 

The Vowels. 

According to the International Dictionary, a has eight sounds; e, 
five; i, three; o, four; and u, six. 

A (long) marked with a macron, as in ale. 

A (short) marked with a breve, as in um. 

A (Italian) marked with two dots above, as in arm. 

A (short Italian) marked with one dot above, as in ask. 

A (broad) marked with two dots below, as in all. 

A marked with one dot below, as in what. 

A marked with a macron and a dot, as in senate, 

A marked with a caret, as in cfire. 

Mark the following: Baste, bat, bar, bawl, cabal, carp, dance, data, 
flaw, flask, gallant, gas, ma, mama, path, raft, quarry, quaint, ant, laugh, 
almond, after, aunt, master, natiil. almsli, preface, chaotic, parent, bear, ah, 
art, father, grass, final, infant, luisband, was, quality, custard. 



LESSON TPIREE. 

E has five sounds: 

E (long) marked with a macron, as in eve. 

E (short) marked with a breve, as in met. 

E marked with a wave, as in fern. 

E marked with a macron and dot, as in event (first e). 

E as in recent (second e). 

Mark the following: Mete, serene, prey, vein, feigning, heir, there, 
whereof, depend, create, her, ever, inference, decency, novel, obey. 

68 



OHTHOiiFY AND ORTHOdRArHV. 

1 has three sounds : 

1 long- as in ice. 
[ short as in pin. 
I as in idea. 

Mark the following- : Time, sight, hind. tril)unal, pily, tirm, Ijird, virtue, 
pique, machine. 

LESSOX FOUR. 

has four sounds : 

long- as in ohl. 
short as in odd. 
as in obey. 
as in orl). 

^[ark the foHowing: Do, bold, note, tobacco, sorrow, lord, order, abhor, 
forest, torrid, remoxe, wolf, w(nnan, other, welcome, hibor, favor. 
U has six sounds : 

U (long) in use. Mark — . 
U (short) in up. Mark —. 
U in unite. Mark — . 
U in rude, INIark .. (two dots below). 
U in full. Mark . (one dot below). 
U in urn. Mark ^ . 
]\Iark the following: ]\ln(e, tune, duty, actuate, rumor, intrude, joyful, 
])ush, under, furl, truth, purse. 
E as in recent (second r) . 

LESSOX FIVE. 

1. Diphthongs are proper or improper. Define and give exani])les. What 

are triphthongs? Give examples. 

2. A digraph is a combination of two characters to express a single sound. 

69 



NORMAL COURSE. 

The following are vowel digraphs : Aa, ae, ai, ao, au^, aw, ay, ea, ee, 
ei, eo, eu, ew, ey, ie, oa, oe, oi, oo, ou, ow, ua, ue, iii, uy. Use these 
in words. 

3. A trigraph is a conibinatio]i of three chai-aeters to express a single sound. 

The following are vowel trigraphs : Aye, awe, eau, eou, eye, ieu, iew, 
owe. Use these in words. 

4. What are double consonants? 

Point out the double consonants in the following: Chaise, chord, 
laugh, physic, hush, thin, thine, when, sing. 

LESSON SIX. 

The DiphtJhon,j. 

Proper. 

Improper. 

A proper diphthong is tlic union of two vowel sounds in a syllable, 
neither of which is silent ; as ou in out, oi in boil. An improper diphthong 
is the union of two vowi-l sounds in ;i syllable, one of which is silent; as ou 
in court. 

EXERCISES- 

1. Name the proper di])hthongs and give words containing them. 

2. Name ten improper diphthongs and give words containing them (di- 

graphs are considered improper diphthongs). 

3. Classify the diphthongs in the following : Coil, steady, rough, pleurisy. 

fraught, weapon, boy, how. foul, cloy, east, could, day, breath, void, 
loud. Joyful, shower. 

4. Are there diphthongs in icy, cube, do? Explain your answer. 

LESSON SEVEN. 

The Consonants. 

As to order : 
Mutes. 
Semi-vowels. 

70 



ORTHOEPY AND ORTHOGRAPHY. 

As to organs of speech : 

Labials. 

Dentals. 

Linguals. 

Palatals. 
As to nature of the sound : 

Sub-vocals. 

Aspirates. 

KXERCISES. 

1. Explain the above terms and give examples of each. 

2. Classify the letters in the following words according to the outline 

given above: Which, wound, singing, chide, veal. 

3. When are ir and y considered consonants ? Illustrate. 

4. What are aphthongs or silent letters? 

LESSON EIGHT. 

OrthngrapJty. 
L Words: 

MonosYllal)le — word of one syllable. 
Dissyllable — word of two syllables. 
Trisyllable — word of three syllables. 
Polysyllable — word of four or more syllables. 

2. Define accent. What two uses? 
Accent : 

Primary? How marked? 
Secondary ? How marked ? 
Acute? How marked? 
Grave ? How marked ? 
Circumflex ? How marked ? 

3. Mark the primary and secondary accents of the following words, using 

one mark for primary and two marks for secondary: Unction, rebel, 
accent, concert, insult, absent, compound, frequent, advertisement, con- 
trary, legislature, lamentable, vagary, infamous, armistice, admirable. 
Interesting. 

71 



NORMAL COURSE, 

4. Words: 

Primitive. 
Derivative. 
Compound. 
Define the terms used in the outline and give examples. 

5. Define prefix and sutlix. Give examples. 

LESSSOX XIJs^E. 

Words are divided into syllahles, (n) sometimes to slio'.v tlieir proper 
pronunciation, as a-dorn, (b) sometimes to exhilut tlieir etymological com- 
position without regard to their pronunciation, as ad-orn. In the United 
States the etymological principle is used oidy in separating prefixes, suffixes, 
and grammatical terminations from the radical part of the word, where it can 
be done without misrepresenting the pronunciation. Words should be 
uniformly divided so as to represent their pronunciation in the most 
accurate manner, l)ut where the etymological princi])le of syllabication can 
he employed, without violating tlie orthocpical, it is often used. In all cases 
of doubt consult a dictionary. 

Words having two or more sylla))les may be divided at the end of a 
line, but only at the end of a syllal)le. The jtart on either line should con- 
sist of two or more letters, otherwise the word should not l)e divided. 

It is important that the word should be divided so as to convey no 
misconception at first glance. Thus a word like occurrences is better 
divided occur-i-ences than occuri'enc-es. 

LE8S0X TEX. 

EXERCISES. 

Divide the following words (a) according to their pronunciation, (b) 
according to their composition or di^rivation : 

Habit, considerable, philosopliy, individual, phenomenon, progress, ani- 
mal, physiology, magnificent, apology, separate, biography, prisoner, profit- 
able, reformation, antipodes, barometer, metroiiolis, ventriloquist, contribute, 
democracy, polygamy, stenograjihy. theology, cylinder, integrity, metal. 



ORTHOEPY AND ORTHOGRAPHY. 

Insert the liyplie]i in lliosc })lac('s only in whii'li tlie dixision appears best 
at the end and the beginning of lines: 

Classical, patronage, })antheisnK benevolenee, superlative, nomenclature, 
artificial, belonging, parsonage, neigiiborhood, correspond, exclusive, 
acquaintance, introduction, improper, moreover, inference, emaciated, manu- 
facture, happiness, considering, sufficient, magnificence, disrespectful, super- 
numerary, haughtiness, abide, teacher, national. 

LESSON ELEVEN. 

Tke Use of the Hyphen in Compound Words. 

Compounds sanctioned by long continued usage are consolidated, while 
those of more recent or less general use are distinguished by a hyphen; as 
bookseller, penman, well-meaning, mirth-provoking. 

Phrases used as ei)ithets or as modifiers, use the hyphen; as up-to-date, 
never-to-be-forgotten. 

Cardinal numbers from twenty to one hundred are written with a 
hyphen; tlius, sixty-nine, eighty-three. So also fractions; as three- 
fourths. 

To-day, to-night, to-morrow shoubl be written with a hyphen. 

Prefixes, or similar parts, are separated by a hyphen if they stand be- 
fore capital letters ; as anti-Eepublican. 

In the following use hyphens where needed : Allwise, incense breathing, 
bookkeeping, shoemakmg, forthcoming, barefaced, slaveholding, needle- 
woman, niarketwoman, unheard of project, four footed instinct, many 
languaged, worn out cloth, out of door sports. 

The compounding of words is sometimes necessary to make the mean- 
ing clear; as highlands, high lands, nobleman, noble man, roundhead, round 
head, freemason, free mason. 

LESSON TWELVE. 

Substitutes represent sounds that are usually represented by other let- 
ters or combinations of letters; as short u has one substitute: o, son. 

73 



NORMAL COUKSE. 
KXKRCISKS. 

1. AVhat substitutes has .r.'' Illustrate. 

'i. lu alien and Christian explain the souiul of >. 

I). In gracious what is the substitute f(U' ri .' 

4. How many substitutes has s? Illustrate. 

5. Write a word in which // has the sound ot sh ; .>• the sound of z; / the 

sound of Y ; (// the sound of j ; pli the sound of f. 

6. Explain the substitutes in the following-: Feint, they, sought, marine, 

fiend, l)iirv. sir, mvi-rli. choir, hviuu, view. 



T.ESSOX TiiiiriM':Ky. 

Mark diacritical ly tlie following, using proper accents and indicating the 
syllabication : 
Eyelet, laudalile. vertical, trichina, shoeing, docile, coerce, repartee, 
catechise, dishaliille, pneumonia, trough, thrall, resume, aching, audible, 
carte-blancbe, indictable, diarrhea, apocrypha, divan, watch, plagiarism, 
iiuerrilla. 



LESSOX FOFRTEEN. 

Words : 

Simple. 
Primitive. 
Compoimd. 
Derivative. 

EXERCISKS. 

1. Explain the above terms and illustrate by examples. 

'i. What is meant by the root of a Avoi-d ? Illustrate. 

3. What is meant by the etymology of a word ^ Illustrate. 

74 



<)RTH(H:PY and OHTIKXiU aimiy. 

I. Wlieii arc words said lo l»c (iiii/hcrj'd ' 1 llusi rate. 
."). (Vwv the dilTci'cnt. suurccs of the I'jiulisli lan,i;ua.i;('. 
(). Wliat is meant by tlic (k'rivatioii of words ? 

7. Give the derivation of tlie followiii.ii' : Crncial, doniieil. oculist, niillnn'i' 
l)ankru[)t, satiety, rcalit}', rotation. ])u,uiiacious. uiidti-clla. 



LESSOX FIFTEEN. 

Explain the iiieanin<i- of the pretixes and suitixes in the following words 
(Consnlt any good dictionary.) 



ashore 

before 

enclose 

forbid 

outlive 

uncrown 

withstand 

antedate 

circnmnavigate 

intervene 

preternatural 

.supernatural 

atheist 



antarctic 

autograpli 

whiteness 

armory 

teamster 

noontide 

Israelite 

hypercritical 

perimeter 

readable 

magistracy 

childhood 



cowardice 

rel)ellion 

Avearisome 

westward 

arable 

instructive 

thoughtless 

duckling 

beastly 

l)anishmcnt 

testimony 

hillock 



LESSON SIX'I^EE.V. 



Silent letters often represent sounds which were spoken when the spell- 
ing was established, but which have since been lost. Such changes are now 
going on; for instance, in some sections, r after vowels (t'.r/., in far) has 
become silent. They may sometimes modify t!io sounds of other letters in 
the same syllable. Thev often show the origin or dei'ivation of words. 



NORMAL COURSE. 

EXERCISES- 

1. What letters are never silent? 

3. Mark the silent letters in the following : Age, might, honor, ghost, 
solemn, thorougli, whistle, wrangle, nigli, iiarangne. obey, budge, doubt, 
impeach, rhomb. 

3. Give five general rules tor spelling. 

4. Give rules for spelling the following words : Ailing, mill, robber, 
skillful, control, removal, changeful, merrier, defying, shell-fish. 

5. Give the rules to which the following are exceptions : Handful, 
Christmas, daily, dryly, awful, shoeing, derrick, buzz, gas, burr, prefer. 

LESSO^T SEVENTEEN. 

A homonym is a word having tlie ^^ame sound ns another word, but 
differing from it in meaning; as bc^ar (noun), and bear (verb). 

Write twenty sentences illustrating the use of homonyms. 

Different words are used to designate the same tiling, or nearly the 
same thing. Such words are called synonyms. Webster says, "If no words 
are synonymous except those which are identical in use and nn-aning, so 
that one can in all cases be substituted for the other, then we have scarcely 
ten such words in our language. Tlie tei-m more properly denotes that the 
words in question approach so near to caeli other, that, in many or most 
cases, they can be used interchangeably."' 

Form sentences showing the correct uses of the following: Allow, 
admit; brute, beast ; apology, excuse ; ability, capacity ; affliction, distress; 
active, busy; doubtful, uncertain; begin, commence; educate, instruct; 
pardon, excuse; always, continually; consequently, therefon', accordingly; 
beside, besides ; among, between. 



LESSON EIGHTEEN. 

Indicate the correct pronunciation of the following, using diacritical 
marks and marking all silent letters: 

76 



ORTHOiiPY AND ORTHOGRAPHY. 



physic 


indict 


alternative 


doctor 


gregarious 


immersion 


pestle 


foreign 


implacable 


medicine 


moloch 


mercantile 


physician 


tortoise 


meningitis 


prison 


bread-fruit 


momentary 


coinage 


typography 


pyrites 


t'l'anehise 


emaciated 


separal)le 


charge 


caoutchouc 


squalor 


fight 


capillary 


granary 


truculent 


carotid 


circuitous 


banana 


Caucasian 


contemplative 


belles-lettres 


Cincinnatus 


disputant 


beneath 


alteration 


drama 


illustrate 


grimace 


finance 



77 



GRAMMAR. 



Parts of Speech, Synthesis, Analysis and Parsing, 
Syntax, and Diagraming. 

Text-books rc'conimeiidcd for sfiuir and refereHCC : 

Higher Lessons in English ( Reed and Kellosjfg;), 50.63 

Holbrook s New English Grammar, .65 

Mathews' English Grammar, .70 

Conklin's English Grammar and L'oniposition, .f'xj 

Principles of English Grammar — Carpenter, .75 

Swinton's New English (irammar and Composition, .76 

Meiklejohn's English Grammar .80 . 

Whitney and Lockwood's English Grammar, .70 



/] 



GRAMMAR. 



LESSON ON K. 

J. What is English granimarr Xaine and define the ditt'ereiit divisions. 

2. Exjilain why spelling and pi'onnneiation are divisions of grammar. 

3. How many parts of speech are there? If as any change in the nnmher 

taken place in recent years ? 

4. Explain the meaning of the expression 'Tarts of Speech." Name 

them. 

The Noun. 

Classes : 

Proper. 
Common. 

Abstract. 

Collective. 

Verbal. 
M()dificati(Mis or Properties: 
Gender. 

Masculine. 

Feminine. 

Neuter. 
Person. 

First. 

Second. 

Third. 
Nundjer. 

Singular. 

Plural. 

81 



XORMAL COIRSE. 

Case. 

Xomin«tive. 

Possessive. 

Objective. 
Uses : 

Subject of the sentence. 

.Vttribute complement. 

Object com])lement. 

Obj ect i ve compl e i nen t . 

Adjective inoditicr (possessive). 

Adverb moditier (to denote mcnsun\, quantity, weight, time, distance, 

or direction). 
Object of preposition. 
Independent. 

EXE1!CI5>ES. 

1. Give the derivation and definition of noun. 

2. Distingnish between |ir(>j)cr and c-ommon nouns. 

3. Give illusti'alions of the dittd'cnt kinds of coinninn nouns. 

4. How may a iiro/ici- inmii Ik conic a coiiiiNnji itouii'^ Illustrate. 

5. Sliow liow a coin moil iioim iiia\' hccomc a jirojirr noun. 

6. When two or more woi-ds form l)Ut one name, they are taken together as 

one noun. ({i\e iJlustrations. 

7. Form abstract noujis from hard, dull, slow, growtii, think. 

8. Classify tbe following ncmns : Boy, (diaries, Xew "^'oi-k, biaglitness, 

jury, standing, destruction, skill, childhood, sentiment, rurniture. 
wheat, tea. 



LES80X TWO. 



Gender, Definition. 
Kinds : 

Masculine. 
Feminine. 
Xeut(M-. 



(lltA.MMAl!. 



KXKU'CISKS. 



1. Distiii.U'iiisli lictw't'cn -^cv niul uciidcr. 

2. 'riu'i'c ni'i- three wnys of (leii()tiii<i" dilTereiiees m ucikIci': 

ii. liy iiirieclioii ( cliaii.uin.u' tlie ronii : as hai-on, Ijai-oiiess) . 

I). Bv e(»iii])()sili<)n (iisiiiu- prefives and >uHixes:, as man-servant, 

iiiaid-sef\an1 ) . 
c. r>\- use (if dilVei'ciil words; as hoy, u'ii'l. 
llluslrate each of the aho\c h\ llxe e\aiii|)le>. 

3. (live ii'eiidei- (if thi' roHowiii^: I'nele, uoveriiess, hird, caltK', pen. iid\, 

ship. fox. heir>. pools, hee. ehihl. exeeiiii'ix, sultana, e/arina. infant;!, 
siynora. 

4. Give the feuiinine of the roHowini;- : Ael<M-. eount. duke. eni|ierur. 
(Ji\(' the masculine of hostess, hass, mistress, mui'deress, niece, nun. 

nunhim. 

5. \\\\i\{ is pei-sonilieation ? 

6. How do we deteianine the ^^'ender of personified woi'ds? Illustrate. 

t). Write sentences in which the tiumis uanu'd helow shall he personitied 
hv means of masculine or feminine pi-onouiis. as re(piii"ed: Death, 
Kniiland-. rivei'. nature, wind, sprinii'. 

7. We should a\(iid chaniiinu- the ^liender of the pronoun when referring' 

to the same antecedent. Jllustrate. 

Person. Deliuition. 
Kinds : 
First. 
Second. 
Third. 

1. r)erme the diU'erent pei'son>. 

v*. Wlien is a noun said lo he of the first person? Illustrate. 

3. When is a noun said to be of the second person? Illustrate. 

4. ''Mr. Smith requests the pleasure of ^fr. Larkin's company at a "'ather- 

ing, etc."" What is the person of Mr. ><iiiitli:' X umber f 

83 



NORMA.L COURSK. 

Number, Definition. 

Kinds : 

Singular. 
Plural. 

EXERCISES- 

I. W'lvAt \^ itiniihcr? How many? 

•<!. liow is the plural of nouns regularly formed? 

?>. In what ways may the plural be formed irregularly? 

4. Form the plural of the following : Buffalo, potato, piano, solo, trio, 

cuckoo, attorney, turkey, knife, belief, Mr., father-in-law. English- 
man, maid-servant, Mussulman, German, Miss Jones, s,+, !). if, and. 

5. Give five nouns that have no plural, five that have no singular, and five 

that have the sanu' form in both numbers. 
(i. How is the number of collective nouns determined ? 
7. Give five examples of nouns which have each tM'o plurals dift'ering in 

meaning. 



LESSON THEEE 

Case, Definition. 
Nominative 

Subject. 

Predicate or attribute com])lement. 

Apposition (explanatory). 

Indejjendent. 
Absolute 

By direct address. 

By exclamation. 

By pleonasm. 

By position. 

With a participle. 

84 



GRAMMAR. 

Possessive 

To denote owiiei'ship. 

To denote authorship. 

To denote origin. 

'J^o (h'liotc kind. 
Ohjcetivt' 

Alter a vci'h. 

After a pi'epositioii expressed. 

After a preposition understood (indirect ol)ject). 

Apposition (explanatory) . 

Subject of a verb (infinitive). 

Adverbial (to deuote time, distance, measure, value, direction). 

Cognate (related to the verb in meaning, as 1 ran a race). 

Objective complement (completes the predicate and belongs to the 
object, as They made him spealrr). 

EXEUCJ.SES. 

1. \\'hat is tho case of an explanatoiT modifier? 

2. Compose sentences in which nouns sliall be put in the nominative case 

in four ways; in the objective in five ways; in the possessive in 
two ways. 

3. Write the possessive singidar and the possessive plural of farmer, 

])rincess. ox, genius, deer. 

4. Make tiie following indicate ])Ossession by using, first, the possessive 

sign, and second, the preposition of: Knight-templar, Alexander the 
Great, everybody else, John, James. 

5. Illustrate the use of direct and indirect objects. 

6. What is meant by the dative object? 

7. What is meant by the adverbial objective ? 

LESSON FOUR. 

Outline for Parsinf/. 
Class . 
Sub-class * 

85 



NORMAL COURSE. 



Properties. 

Gender. 

Person . 

j^umber .' 

Case . 
Syntax .' 

Pule ; 



Moil el I'lirsiiif/. 



John loves liis horse. 

John, noun, |)ro])er. thii'd person, siii.uvihtr nuuilier, masculine gender, 
nominative case, snhjcct of loves. Rule: The sul)jeet of a verb is in the 
nominative ease. 

Horse, noun, common, third j)ers(ni, singidai' numhei-, masculine 
gench'r, objective case. Pule: Pile oliject of an acti\-e transitive verb is in 
the objective case. Parse the nouns in the following sentences, using the 
above model : 

P (ieneral Sherman's army disl ingnislu'd ilseli' during the siege of 
Atlanta. 

'i. -John, teach the hoy mannei's. 

;>. She moves a goddess. 

4. He is call<'d James. 

."). The wind shifting, they departed. 

(i. They iinide Garfield, the statesman, president. 

7. She sleeps the slee[) of the just. 

5. He lived in Xew York ten yea'rs. 

!>. They believed the tramp to l)e an lionest man. 
10. (irant's success as a general was due to his perseverance. 

The Fro II OH II. 
Classes : 

Personal. 
Simple. 
Compound. 

86 



GKAMMAK. 

K'clal ivc. 
'Simplo. 

Ton I pound. 

Double. 
Possessive. 
Interrogative. 
Adjective. 

Distributive. 

Demonstrative. 

Indefinite. 

l?elative. 
^Modillcalioiis or projx'rties : 
Person. 
Xumber. 
(Jend(>r. 
(^ise. 

Uses : 

Subject of ibe sentence. 

Predicate or nttrihntt' coniplenient. 

Object coniplenimt. 

Object of a pi'eposition. 

Independent. 

EXKRCISES- 

]. Detiiie tbe different kinds of pfdiiouns. (liNc examples of eacb kind. 

'i. Illustrate tbe dilfereiit use< of the ])r<)noun. (Sec outline.) 

3. Define antcf-edent. SubsiMpicnt . Il!u>1i'ate. 

4. Name ibi'ce dilfercnt kinds of nntcccdcnts. \\'rite a sentence in wbicli 

tbe anteee(lcnt is understood. 

5. How do we determine ibe uicndei'. number. pers(m. and case of ])ro- 

nouns ? 
(). Decline be. slie. it. wlio. wbal. tlial, 1. iIkui. you. myself, bimself, tby- 

self, wliot'ver. 
7. Distino'uisb l)etween personal and relative pi'oiKnins. 

»7 



NORMAL COURSE. 

8. What two purposes do relatives serve in sentences? 

9. Illustrate the use of irliat as a double relative. 

1(1. In what three ways do nouns and pronouns resemble each other? 

State three ways in which they differ. 
11. Give the correct use of ii'ho. which, ivhat, that. 
Correct and give reasons : 

I, you and John must remain. 

John, he has l:)een absent. 

Every one should pay his or her fare. 

He is noble which does his duty. 

This is the horse whom we admired. 
'i'i. Illustrate the use of as and hut as relatives. 

13. Why are the demonsti-ative pronouns this and that inflected? 

14. Distinguish between the use of this and that as pronominal adjectives 

and as demonstrative pronouns. 

15. Parse the [)ronouns in the following according to the outline given 

below : 
It snows. 

He footed it across the country. 
The book is mine. 
I myself was present. 
Teach me what is right. 
Whoever studies will learn. 
"As many as came were baptized."" 
What shall I do? 
I failed to remember who he was and what he meant. 



Outline for Parsing. 



Class, 

Personal. 
Relative. 
Interrogative. 



UKAMSIAK. 



Sub-class, 

Simple. 

Compound. 

Double. 
Antecedent or subsequent. 
Gender. 
Person. 
Number. 
Declension. 
Case. 
Eiile. 



LESSON FIVE, 
The Adjective. 



Classes : 

Descriptive. 
Common. 
Proper. 
Compound. 
Participial. 
Definitive. 
Articles. 

Definite. 

Indefinite. 
Numerals. 

Cardinal. 

Ordinal. 

Multiplicative. 
Pronominals. 

Demonstrative. 

Distributive. * 

Indefinite. 

Eelative. 

Interrogative. 

89 



NORMAL COURSE. 



Modifications : 
Comparison. 
Kinds. 

Ascending. 
Descending. 
Regnlar. 
Irregular. 
Degree. 

Positive. 
Comparative. 
Superlative. 
Uses : 

Modifier. 

Attribute complement. 
Objective complement. 
Tests : 



EXERCISES. 

1. Define the different kinds of adjectives. Give examples of each kind. 

2. Explain the use of a, an, the, all, a fctr. feir, a little, little. 

3. What is the purpose of inflecting most adjectives? 

4. ]n ^\•hat two ways are the comparative and the superlative degrees 

formed ? 

5. Give ten adjectives that do not admit of comparison. 

6. Compare: Hood, fur, hi int. Intc. little, many, much, near, old, tjad, 

iiH/h . 

7. (live the positive and superlative of inner, outer, upper. 

8. Cse the following as adjectives: Iron, book, cabbage, street, house, 

door. 
0. What are adjective ph cases? llhistrate. 

10. A\'hat are adjective chiiise>- ? illustrate. 

11. A\'rite four sentences, using Ihe following, first as adjectives, second 

as pronouns: This, that, each, cither, another, any, many. 

90 



GRAMMAR. 

12. Correct and i;i\c reasons: 

An eagle is tlie i)i rd of ])rey. 
I have a sort of a misgiving. 
He was more eheerrulii'r yesterday. 
Sing the two lirst vej'ses. 
lie arrivt'd sal'ely. 

13. Illustrate the use of irhiii as a relative adjective. As an interrogative 

adjective. 

Outline for Parsing. 

Adjective : 

Sub-class. 

Comparison . 

CV)nst ruction . 

Eule. 
According to outlines, parse the nouns, pronouns and adjectives in the 

following: 

St. Paul, the a])ostle, was beheaded in the reign of Nero. 

''Friends, Romans, countrymen! lend me your ears!'' 

Where are the Platos of modern times? 

"Wert thou as we are !'' 

Teach me what is right. 

His being sick prevented him from secui'ing a position at Tiffany's. 

That that that that boy parsed is not the that under consideration. 

"The gay will laugh. 
When thou art gone; the solenni brood of care 
Plod on, and each one as before will chase 
His favorite phantom : yet all these shall leave 
Their mirth and their employment, and shall come 
And nudce their l)ed with thee." — Bnjanl. 

What merely adorns is not permanent. 

He lost whatever money he had. 

Such as prefer may renniin. 

I know what was wanted. 

91 



NORMAL COURSE. 

The hat is his. 

There is no excuse for their remaining. 

This book of mine was lost. 

He worked at Mr. Bradstreet, the merchant's store. 

He never tliought of its being improper that he should smoke. 

I believe him to be an honest man. 

We never thought of their coming so soon. 

The governor pardoned her, an act of clemency. 

LESSOA^ SIX. 

Tlic Verh. 
Classes. 

As to form : 

Kegular — weak or consonant. 
Irregular — strong or vowel. 
Redundant. 
Defective. 
As to rank : 
Principal. 
Sul)ordinate. 
Auxiliary. 
As to meaning : 
Transitive. 
Active. 
Passive. 
Intransitive. 
State. 
Action. 
As to syntax : 
Finite. 
Infinite. 

Infinitives. 
Participles. 

92 



GRAMMAR. 

Uses 

To assert action, being, or state. 
To assume action, beiiig, or state. 

Participles. 
Infinitives. 
Modifications 
Voice : 

Active. 

Passive. 
Mode : 

Indicative. 

Subjunctive. 

Potential. 

Imperative. 
Tense : 

Present. 

Past. 

Future. 

Present perfect. 

Past perfect. 

Future perfect. 
Xumber : 

Singular. 

Plural. 
Person : 

First. 

Second. 

Third. 
Infinitive : 

Present. 

Present perfect. 
Participle : 

Present. 

Past. 

Past perfect. 

93 



NORMAL CO! USE. 
EXEKCISES. 

1. AYhat arc the tests of verbs? 

2. Define and illustrate the different kinds of verbs. 

3. Illustrate the different uses of verbs. 

4. Wliat is meant l)y the eonjua-ation of a verb? Synopsis? 
Name the different kinds of conjuaation. Illustrate. 

T). Write a synopsis of the verb walk, third jicrson, jjlural. 
(!. Wi'ite two sentences usinii' verbs intransitively, and then use the same 
transitively. 

7. Write a sentence containing a noun in the ol)jective case, subject of a 

verb. 

8. Explain and illustrate : Object complement, objective complement. 

9. Explain the use of auxiliary verbs. Name five. 

10. Name five complex verbs. Five reflexive verbs. 

11. What are verb phrases? Illustrate. 

12. Give five exam])les of copulative verl)s. 

13. Define defective verbs. Name five. 

14. How do redundant verbs differ from defective verbs? 



Voice. 



Mode. 



LESSON SEVEN. 

Define and illustrate tlie different voices. 
Explain the voice of the vei'bs in the I'ollowing: 

The gj-ound [dows easily. 

HMie house is building. 

"The mchmcholy days are come."" 

Define and illustrate the different modes. 

Give the different mode signs. 

Why is the subjunctive mode so called? 

Explain the use of .shaJI, ici]J. hhii/. ran. ironld. .■^JiouIJ. 

Define the different tenses. 

Illustrate the different tenses in each moilc. 

94 



GRAMMAR. 

What is meant I)y Ihe "Historical I'rescnf ? Illustrate. 

Explain tlic tense of the vei'hs in tlie followiii;^- : "Flowers will 

l)loQni when S]irin<i' comes."" 
The boat leaves at 1 A. M. 

Verbs are said to lui\e live lornis. which may l)e considered sub- 
divisions of the tenses: The c-omnion, the emphatic, the 
])ro,un'ssi ve. the passive, and the ancient or s(»lemn style. Give 
an illustration of each form. 
What are impersonal verbs y (li\e examples. 
What determines the person and number of verbs? 
Explain the person and number of the verbs in the following: 
You or 1 am weary. 
Thou and thy companions are present. 
■ Eain falls. 

Either the judge or the ofHeers are to blame. 

The Infinifirr. 

What is an inlinitive? Give the deiivation of the word. 

How may it usually be known? V^hen is the sign omitted? 

What is an infinitive in "ing"? Give examples. 

Illustrate the use of the infinitive as the siibject of a verb, the predi- 
cate nominative, the object of a verb or preposition, as comple- 
mentai-y to (a) nouns, (b) verbs, (r) a<ljectives, (d) adverbs. 

Write a sentence using an infinitive with an object. 

Explain the use of a noun or pronoun as the subject of an infinitive. 

What is the case of a noun or pronoun used as a complement of an 
infinitive? Illustrate where the case is (a) nominative, (b) 
objective. 

LESSON EIGHT. 

The Participle. 
Definition. 
Kinds. 

Present — Denotes what ? 

95 



NORMAL COURSE. 

Uses : 

As an adjective. 
As a noun. 

As a noun with uioditications of a wrh. 
As an assumed atti^ibute. 
Modifications. 
Perfect — Denotes what ? 
Ending : 

Use — as an adjective. 
Compound or past perfect — ].)enotes what ? 
How formed ? 
Use — as a noun. 
Write the dilferent participles of the following verbs and illustraU' 
their uses: Strike, sound, graduate, concentrate, goad. 

Different words in "ing." 

Participial inhnitives ( pai-ticipU's equivalent to au infinitive, as Seeing 

is belicving=l"'o see is to believe). 
Participles. 
Adjectives. 
Nouns. 
Prepositions. 

Use of Participles : 

(a) As adjective modifiers, (/;) as attribute cDmiileiueiUs wiih ailverbial 
force, {<■) as objective or object complements, (d) as jn'iiu-ipal words 
in prepositional phrases, {e) as princijial woi'ds in phrases used as 
subjects or as object complements, (f) as mere nouns, {(j) as mere 
adjectives, (h) in independent or absolute phrases. 

Illustrations : 

(a) He lived in a liouse made of stone. (b) The boy sat at the desk 
absorbed iu liis lessons, (c) I saw tlie boat sailing faster. He studies 
singing. {d) We learn to read by reading. (e) His speaking that 
piece secured ap[)liiuse. We should avoid injuring the downfallen. 
(f) The reading of the Declaration of Independence is a feature of 
some patriotic gatherings. (tj) It is a flowing well. (/;) The time 

9f) 



(JRAMMAK. 

havinii' arri\iHl. \\v departed. Speaking ol' hats, liow do yuu admire 

the new style? 

The object complement completes the predicate and names that which 
receives the act : Burr killed Hamilton. The objective complement corn- 
])lctes the predieate and belonus to the objeet complement: They elected 
him president. 

Give five sentences containing object complenients. 

Give live sentences containing objective complements. 

Illustrate the following by sentences: 

1. The infinitive phrase as an adjective modifier. 

2. The infinitive phrase as an adverbial modifier. 

3. The infinitive phrase as a subject. 

4. The infinitive phrase as a complement. 

5. The infinitive phrase as an objective complement. 
(). The infinitive phrase as an explanatory modifier. 
7. The infinitive phrase used independently. 

For man to err is hunuin. Exi)lain the use of for. 
He is about to go. Ex}3lain the use oi' ahuuL 



LESSOR NINE. 

OufJiiie for Parsing the }'erb. 
Class: 

As to form. 
As to rank. 
As to meaning. 
As to syntax. 
Principal parts. 
Use. 

Modifications. 
Construction. 
Rules. 
Using outlines of jnirsing as given, parse the nouns, pronouns, adjectives 
and \ei'bs in the following: 

97 



NORMAL COURSE. 

1. Oratory is the power of beating down yonr adversary's arguments, and 

putting better in their place. 

2. Getting money is not all a man's business; to cultivate kindness is a 

valuable part of the business of life. 

3. Whoever wishes to attain an English style, familiar but not coarse, 

and elegant but not ostentatious, must give his days and nights to 
the volumes of Addison. — Johnson. 

4. When we are, death is not: and when death is, we are not. 

5. Order is Heaven's first law; and this confest, 
Some are, and must be, greater than the rest. 
More rich, more wise; but who infers from hence 
That such are happier, shocks all common sense. 
Condition, circumstance is not the thing; 

Bliss is the same in subject and in king. — Fope. 

The Adverb. _ 
Definition. 
Derivation. 

Kinds as to meaning: 
Degree. 
Manner. 
Place. 
Time. 
Number. 
Interrogatives. 
Eesponsives. 
General or modal. 
Affirmative. 
Causal or reasoning. 
Modifications. 

Conn)arison : 
Ascending. 
Descending. 
Use: 
Simple. 
Conjunctive. 

98 



GltAMMAK. 

KXKKCISKS. 

1. Compare finnhi. oflcii. ill. lUllr, ircll. iiiiich. 

"i. Illustrate the list' of no (ti) as aa advci'!), (h) as an adjective. 

'.]. What is an advei-lnal phi'ase? (iive exann)le. 

4. Classify the foMowiiiu- : J iinncdiaU'lij, here, the)), easibj, little, ve)'ily. 

5. Wliat two fiiiuliiius have coiijimctive aclverhs? Illustrate. 

LESSOX TEN. 

TJte P)-epositio)i. 
Kinds : 

Simple. 

Complex. 

CJompound. 
Antecedent may he a 

Yerh. 

Xonn. 

Pronoun. 

Adjective. 

Adverb. 
Object ma}' be a 

Xoun. 

Pronoun. 

Adjective. 

Adverl). 

Infinitive. 

Participle. 

Clause. 

Phrase. 

EXKK'CISKS. 

1. Dclinc })i'eposition. (iive dt'ri\atii)n of the woi-d. 

2. Classify the followiuii' : .1/. hi/, into, iinilei-, /')-u))i .'o)U'i-, against. 

3. Illustrate the dilfi-rent autcci'dciits of |)n'i)ositions. 

L.ofC. 99 



NORMAL Ct»URSE. 



4. Illustrate the ditferent objects of jjrepositioris. 

5. What are prepositional phrases? Give examples. 

6. Write a sentence with a preposition that has several antecedents. 



The Conjunction. 



Kinds. 

Cocirdinate : 

Copulative. 
Adversative. 
Alternative. 
Illative. 
?>Tibordinate: 
Causal. 
Temporal. 
Local. 
Manner or degree. 



EXERCISES. 



1. What are correlative conjunctions? lllustrat 



e. 



2. Classify; And. hut,, othenvise, hence, inasmuch, unlil. thence, although. 

3. Certain combinations of words have the force of connectives and should 

be parsed as conjunctions or conjunctive adverbs: e.g., as irell as. 
Give other illustrations. 

Tlie Interjection. 

EXERCISES. 

1. What are interjections? Give derivation of the M'ord. 

2. Xame ten interjections. 

3. What are interjectional phrases ? Illustrate. 

4. Illustrate how other parts of speech when used as exclamations may 

be treated as interjections. 

5. Look! Your house is burning. What two uses has look? 

100 



GRAMMAR. 



Ol'TLIXIOS FOI; I'AliSlNCi. 



Adrerb. r re position. Con iuiichoii. 

1. Chiss. 1. Class. 1. Class. 

2. Comparison. 2. Antecedent. 2.' What does it conneet ? 
;>. Construction. 3. Object. 

I. Hide. 



Accdrdiiii;- to outlines for parsinii'. parse the italicized words in the follow- 
ing sentences : 

1. -■L«7//^7', //r x(y/;.s- of Spain ! Airtd'c ! Advance! 
Tjo I Chivali'v, your ancient goddess, cries; 
>V^;/. is her \-oice more feeble than of i/ore, 

When lier war song was heard on Aiulalusia's .shoi-e? — Ili/ron. 

2. If has been well said concerning the custom of pi'cfacing the art of 

spealving any tongue 1>tj a drilling in the parts of speech and their 
functions, tlial is (dfoiil as reasonable as prefacing the art of umW- 
iuij l)y a coui'se of h^ssons on the bones, museles and nerves of the 
leg. — l>[)encer. 

3. There are things of which I may not speak, 

There are dreams that cannot die; 
Tliei'e are thoughts tlia/ make the strong heart ircfdr 
And bring a pallor into the cheek. 
And a mist before the eye. 

And the words of that fatal song- 
Come over me iil'e a chill: 
"A boy's will is the wind's will. 
And the thoughts of youth are long, long thoughts."' — Longfellow. 



101 



NORMAL COURSE. 

LESSON elevp:x, 



Diagraming. 



The following illustrates Reed and Kellogg's system of diagraming 



Soldiers . dri 



bell , was rung 



\^.V 




He . lives 




bridge 



<^. 




Explunaiiou. — The two lines shaded alike and placed ujjpermost stand 
for the suhjeet and the predicate, and show that these are of the same rank, 
and are the principal parts of the sentence. The ligliter lines, placed under 
and joined to the suhjeet line, stand for llie less important parts, the 
modifiers, and show what is moclihed. Notice that tlie lines on which 
prepositions are placed extend Ixdow the lines on whicli their objects are 
placed. In the fourth sentence. *>///// modihes the whole phrase. In the 
third, just modifies the preposition. 



Iron I IS 



I "^ ^ 



hard 



A 



6 

loves 



money 



\<- 



The slanting and jx'rpendieular lines used with complements do not 
extend below the base line. See live and six. 



102 



John 


GRAMMAR. 
7 

study / 


grammar 


\ 




James ;^ \ 


\ to. =r. / \ 
\; recite / \ 


history 


ft) y—\ 

Charles §^ 


3 1 

D-aritiimetic 


\ 





In seven, x shows that a eonjiinetion is understood. Botli is nsed 
to strengthen the real eonnective (tiul. Kiihcr and neither do the same for 
or and nor in eiflier — or. iieilJier — nor. 

8 9 

He (hero) ^ came 
and 





Congress , made ^ general j 



Grant 



We 



11 



learn 



do 



doi ng 



In eleven, the line re])resenting the participle is broken; the first part 
representing the partici])le as a noun, and the other as a verb. 

LE8S0X TWELVE. 



Diagraming Continued. 
12 



wood 



^ 



' «*Wn 



V forest 



The line standing- for the participle is broken ; one 
part slants to represent the adjective nature of the 
participle^ and the other is horizontal to represent its 
verbal nature. 



103 



13 



tellA 



\s,. 



NORMAL COURSE. 



I story 



commanded \ attention 



14 



home 



\ live 



All that rests on the subject line 
is regarded as the subject. I£is is made 
to modify that part of the line which 
represents the participle as a noun ; and 
accurately/ the other part, because it is 
an adverb. 



'' {^^) I " ^ 



is ^ human 



Notice that to is considered a preposition. 
15 

atmosphere ^ should be ^ pure 



face 



^ 



\c> \ him 



we , live 



/hich 



who ( drinks 



16 



place 



■k 



seeds i\are sown 



The upper, or dotted part, of the line repre- 
sents tohere as a connective ; the lower, or heavy 
part, represents it as moaifying are sown. 



17 

We I shall go 



18 

^ ■ go 



it , has, rained 



but. 
I 1 return 



In seventeen, because, being a mere conjunction, stands on a line 
wholly dotted. 

104 



(iKAMMAK. 

Ill eightci'U. the chuiscs jirc of ciiiial I'ank. iiiul so I lie lines on which 
llicv stand are shaded alike, and the line eonnectin,u' them is not slanting. 

The t'oreu-oiu^i!,- illusti'ate the |irinei|)les of Keed and Kellogg's system 
of diagraniin-:'. Thei-e ai'e otiiei- nood systems, any one of which the student 
is privileged lo u>e. 

LESSON THIRTP]EK 

.1 IKlll/sis. 

Distinguish hetween the analysis and the diagraming of a sentence. 

The analysis of a sentence may he ])erformed mentally or it may be 
indicated on i)a])er. There is some danger that the average student will 
de])en(l too mueli en granhical re])resentations of analysis. 

Directions for (iiid/i/xis: 

In analyzing simple sentences, find (1) The subject, (2) the pred- 
icate, (3) the object, (4) the modifiers of the subject, (o) the modifiers of 
the predicate, ((>) the modifiers of the object. ]\Iodifiers of the subject or 
object must be adjectival, and may be adjectives, adjective phrases, or ad- 
jective clauses, ^[odifiers of the predicate must be adverbial and may be 
adverbs, adverb phrases, or adverb clauses. 

In analyzing comi)lex sentences, (1) find {a) the principal proposi- 
tion, (b) the subordinate propositions; (2) reduce complex propositions 
to simple sentences and then analyze, commencing with the principal propo- 
sition. 

In compound sentences each member should be analyzed as a simple or 
complex sentence. 

If necessary for analysis or parsing supply all ellipses. 

Sfnfrnres. 
Classification 

With respect to use : 
Declarative. 
Interi'ogative. 

105 



NORMAL COURSE. 

Imperative. 

Exclamntory. 
With resjieet to form : 
Simple. 
Compound. 
Complex. 

1. Illustrate and define tlie different kinds of sentences as outlined above. 
2 Write a compound sentence from which Ihe connective is omitted. 

Principal elements. 
Subject. 

Complete : 
Word. 

JsToun : 
Verbal. 
Gerund. 
Pronoun. 
Clause. 
Phrase. 
Incomplete: 

Word without modifiers. 

Predicate. 

Complete : 

Verb with modifiers. 
Verb alone. Iiaving no modifiers. 
Incomplete : 

Copula with complements (predicate noun or jiredicate 
adjective). 
Illustrate the different elements as outlined. 

Subordinate dements. 
Adjectival : 
Adjective. 
Participle. 

106 



GRAMMAR. 

XcMiii ill apposit ion. 

A i)ossi'Ssiv('. 

]^i'('p(isi(i()iial pliiase. 
Athi'i'liial : 

Adwrl). 

Adverbial [iliraso. 

I'rcpositinnal ])lira?o. 

Xouii phrase. 

Participle phrase. 
Object compl(>iiieiit : . 

Xoiin. 
Verbal. 
(leruiKl. 

Pronoun. 

Infinitive. 

Phrase. 

Clause. 
Objective complement : 

Adjective. 

Participle. 

Infinitive. 
Study the outlines of principal and subordinate elements and illus- 
trate the different kinds. 

Predicates. 

]Most authors call the verb the predicate. When modified, the verb 
itself, is called the incomplete pre(ficate. A c()in])U'te predicate is of two 
kinds, (d) it consists of a verb alone, (b) or of a verb with its modifiers, 
which may be words, phrases or clauses, (c) or of a copula verb and its 
atti'ibute complements, predicate' adjective or |)redicate noun. The verbs 
he. heroine, .^eeiii. etc., ai'e known as copidas. and the c()m})leting words, 
attril)ute complemeiits. Some arammarians call the adjective and the 
noun, when so used, the predicate adjective and the predicate noun. 

In the sentences: Corn i^rows : He is sick; Cattle fatten rapidly in 
rich ])astures, the complete predicates are (/roK's. is sick, and fatten rapidly 

107 



NORMAL COURSE. 

in rich pastures. The incomplete predicates are is and fatten. Sick is 
called an attribute complement or predicate adjective. 

Some authors would call grows, sich and fatten predicates and is a 
copula. 

Subjects are considered similarly. For instance, in the sentences : 
John sings, Small lakes are numerous, Julrn and small lakes are com- 
plete subjects, wliile hikes is an incomplete subject. 

LESSOX FOUETEEN. 

Model Analysis. 

Soon rested those who fought. This is a sentence ; declarative, com- 
2>lex. "Those rested soon" is the principal })roposition. "Who fought" is 
a subordinate proposition. Tlie chuise "who fought" is an adjective modi- 
fier of tJtose. The princi{)al ])i'o})osition is a simple declarative sentence of 
which those is the subject and rested tlie predicate. Rested is modified 
by the adverb modiliei' soon. Resled soon is the complete predicate. The 
subordinate proposition is a simple declarative sentence of which ivlio is 
the subject and foagJit the predicate. 

1. A man less diligent in business would have failed in the enterj»rise. 

■^. His wish is that we should come early. 

3. A de])ot is a ])lace irhcre goods are deposited. 

4. The joys that cheei- u^ most in life spi'ing from worthy acts and 

good deeds which we have perfoi'med. 
o. Frankness is certaiidy connnendahle. hut iin[)udeuce is \cry otiV'Usive. 
(i. I will grant irhal you want. 
T. To study diligently when one is sick is irksome. 
8. The traveler sto])ped to ask irhat was the mattei'. 

!). He dechwed // to be his opinion that tlu' man only elainied irli((l was 
his own. 
10. "Wheresoever the carcass is. there will the eagles be gathered also." 
n. "Whoever builds a cliiireh to (iod. and not to fame. 
Will ne\er mark tlie marble with his name." 

10b 



GRAMMAR. 

\'L IMintoyraitliy is \hv art which cnahlcs commonphicc lui'diiH rit y to look 

like <i('nius. 
]']. Mark the niajcslic siinplicily of those laws vvhcri'hy the operations of 

the lllli\ei-se jil'e eondlleted. 
14. We Ainerieaiis must d/l he eiiekoos, tor we hiiihl oui' homes in the 

nests of other hii'ds. 
IT). .Vlthoiiii-h the hi-aiu is only one-fortieth of the hody, ahout onc^-sixth of 

the hlood is st'ni to it. 
I(). The faet that mold, mildew, and yeast are plants is woiidei'fid. 
IT. Xo scene is continually loved l)ut one rich hy joyful human lahor. 

smooth in tield, fair in garden, full in orchard. — Rusl-in. 
18. A rule)- who appoints any man to an office when there is in his domin- 
ions another man hetter qualilied for it, .sins against God and against 

the state. — Konm. 

Chissifi/ the above sentences as to form, nse and elements. See out- 
lines. 

Parse the words italicized. 
Diagram the first ten sentences. 
Analyze the last eight. 

LP^SSOX FIFTEEN. 

1. "'Banished from Rome I" What's banished, bnt set free 
From daily contact with the things I loathe?" 

2. Love, and love only, is the loan for love. 
o. "Hard by a cottage chimney smokes 

From betwixt two aged oaks." 

4. "Good-hi/e, proud woi-ld ! Fm going home: 

Thou art not my Friend, and Fm not Ihinr." 

5. "Call not that man irrctched who, whatcrcr ills he suffers, has a child 

to lore." 

Diagi'am the above. 

Parse hniihhed. hiil. set fm-. in I. 

109 



NORMAL COURSE. 

What part of speech is onhj, in 2? 

Xame a compkw adxerl) and a eoni))lex ])repositi()n in 3. 

Parse the words italicized in -J. and 5. 

6. Many a morning- on the moorhmds did we hear the copses ring. 

7. "To live in hearts vre leave behind 

Is not to die." 
S. "Whoever thinks a faultless ])iece to see, 

Thinks what ne'er was, nor is, nor e'er shall he." 
0. That done, she turned to the old man with a lovely smile upon her 

face — snch, they said, as they had never seen, and never could forget 

— and clung with both her arms about his neck. 

10. He acted ever as if his country's welfare, and tliat alone, was the mov- 

ing spirit. 

Diagram G, 7, 8, !), 10. 

Explain the case of copses. 

Parse ring, whoever, to sec, and irlint. 

Give the construction of Ihat done. 

What is the ellipsis in 9 ? 

Parse such and as in 9. 

Point out the complex conjunction in 10. 

What does alone modify? 

11. One morn a Peri at the gate of Heaven stood disconsolate. 

12. "Millions of spiritual creatures walk the earth unseen. 

Both when we wake and when we sleep." 

13. "I know not what course others may take; hut as for me, give me 

liberty or give me death." 

14. "Oh, sir," said the good woman, "he was such a likely lad — so sweet- 

tempered, so kind to every one around him, so dutiful to his parents." 

15. "Oh, that those lips had language! Life has passed 
With me hut roughly since I heard thee last. 
Those lips are thine — thy own sweet smile I see. 
The same that oft in childhood solaced me." 

16. Beyond that I seek not to penetrate the veil. 

110 



GRAMMAR. 

Analyze I 1. \-2. i:!. 1 1, l.'>. 

Iv\])I;iiii IIk' ciisi' of morn, and i;ivr the coiistnictiou of disconsolate 

in 11. 
Point out tlu' correlative eoiijiuietions in It?, and explain their use. 
Tn 13, ])ai-se irlml and as. 
Parse all adjectives in 1 1. 
Parse words italicized in 15 and Ki. 
Is there an ellipsis in IT) ? 



LESSON SIXTEEN. 

"They had neither clock nor almanac, nor l)ooks of chronology, history, 
or 2)hiIoso[)hy. The periods of their lives wore marked l)y those of nature. 
They knew the hour hy the shadows of the trees; the seasons hy the kinds 
of fruits and Howers ; the years by the number of harvests."' — From Paul 
and Vinjinia. 

1. (live tlie ])rincipal and subordinate clauses in the aljove and tell what 

each subordinate clause modifies. 

2. Which of the verbs are transitive? 

;'). Xame and classify the object complements. 

4. Xame the adjective and the adverbial phrases and tell what each 

modifies, 
o. Diagram : 

So live, that when lliy summons comes to join 

The innumeraljle caravan which moves 

To that mysterious realm where each shall take 

His chand)er in the silent halls of death. 

Thou go not. like the (juarry shirr at night. 

Scourged to his dungeon, but, sustained and soothf^l 

By an unfaltering trust, api)roach thy grave 

Lil-e one irho wraps the drapery of his couch 

About him, and lies down to pleasant dreams. — Brijanl. 

Ill 



NORMAL COURSE. 

Name and classify the adverbs. 

Parse the words italicized. 

What are the modi tiers of thou'! 

What part of speech is that (first line) ? 

What is the subject of the principal proposition? 

Classify. the phrases and clauses and tell what each modifies. 

Then methought the air grew denscx, perfnmed from an unseen censer, 

Swung b}' seraphim whose footfalls tinkled on the tufted floor. 

"Wretch/' I cried, "thy God hath lent thee — by these angels he hath 

sent thee, 
Eespite — respite and nepenthe from thy memories of Lcnore ! 
Quaff, oh quaff this kind nepenthe and forget this lost Lenore !"' 
Quoth the raven — "Xevermore !" — Foe. 

^^'hat is the equivalent of mctJioiujht'I How is it parsed? 

What part of speech is sining? What does it modify? 

Case of IV retch? 

Object of cried? 

Explain the case of tJiec. 

Explain the case of respite and nepenthe. 

Parse nerennore. 

Justify the use of the jnuictuatiou marks. 

LESSON SEVENTEEN. 

EXERCISES. 

Correct and give reasons for corrections : 

1. Each man, each child, and each woman know the liour. 

2. Neither avarice nor pleasure move us. 

3. I never smoke and I ncvci- intend to. 

4. It snows most every month. 
.-). He arrived safe. 

G. The boy was injured by a stone and dit'd with violence. 

112 



GRAMMAR. 

7. 'I'liL'v drove along silently and wilh entliusiasiu. 

cS. The shears is sharp. 

9. They are a ])ronoiin. 

H>. When you meet my uncle or my aunt, send them home. 

11. The dog, it was killed, 

r^. Tlu' moon shone in all its s|)lendor. 

l.">. Me walked into and rode through the city. 

14. The detectives are hired hy and employed lor tlu' safety ol a few. 
1.-). Who -did he s})eak to? 

1(). The hoy, him who you saw, was not John. 
1 7. The dog was his'n. 

15. He owned a Knight"s-templar's sword. 

19. The hoys hoat was lost in the storm. 
■^0. He is taller than me. 

21. I expect that he sold his horse. 

2'L They had ought to see him. 

23. Sit the ])itelu'r on the floor. 

24. Go and lay on the lounge. 

20. I ohject to the senator speaking again. 
2G. Let you and I try it. 

27. Between you and 1, he is in the wrong. 

I'unctuate and capitalize: 

upon a certain day near the close of the year T4T of i-ome three men riding 
U])on camels fro.n different directions met ahout noon in the nudst of the 
arahian desert they wei-e l)althasar an egyjjtian a representative of the race 
of ham melchoir from hindoostan of the race of shem and gaspar a grecian 
a descendant of japheth worshi];)])ers of tlu' true god their livt^ spent in 
love and ])rayer and service to him and to tlieir fellow men each had heen 
directed in vision to seek his unknown friends and to go in company with 
them from the desert of Jerusalem when arrived at Jerusalem they asked of 
everv one they met where is he that is horn king of tlu' jews for we have seen 
l)i< sinr in the east and are come In worship him. — From llcii Uiir. 



118 



NORMAL COURSE. 

there was a sound of revelry by night 

and belgiums capital had gather 'd then 

her beauty and her chivalry and bright 

the lamps shone o'er fair women and brave men 

a thousand hearts beat happily and when 

music arose with its voluptuous swell 

soft eyes look'd love to eyes wliich spake again 

and all went merry as a marriage boll 

but hush hark a deep sound strikes like a rising knell 

the thunder clouds close o'er it which when rent 

the earth is covered thick with other clay 

which her own clay shall cover heap'd and pent 

rider and horse friend foe in one red burial blent. — Byron. 



LESSON EIGHTEEN". 

EXERCISES. 

Outline Whittier's "Snow Bound." 

Explain the figures of speech in the selections of Lesson 17. 

Write an essay of five hundred words on some familiar topic 



114 



PHYSIOLOGY AND HYGIENE. 



Text-books rc'coinmeiidc'd for stiuiv or reference 

Huxley and Youmans' Physiology, $1.22 

Martin's Human Body — Briefer Course, 120 

Cutter's New Anatomy, Physiology, and Hygiene i-20 

Dalton's Physiology and Hygiene 84 

Tracy's Outlines of Anatomy, Physiology, and Hygiene, 1.00 



PHYSIOLOGY. 



LESSOR OXE. 

Life Sciences: Botany, Zoolo.iiv, Physiology. 
Biologij is the study of life. 

Departments : 

a. Anatomy, study of the structure, form and connections of the 

parts of the body. 
J). Physiology, study of the functions and uses of the oi-gans. 
r. Hygiene, study of the laws of health. 
(1. Histology, mieroscojnc anatomy. 
The solid parts of tlie body are cells, fibers which have grown from 
cells, and inter-cellnlar substance made by cells. These cells are more or 
less rounded masses of protoplasm usually surrounded by cell walls. 

Fruiuplasiii (physical basis of life) : 

a. Xature : viscid and more or less granular. 
h. Properties: Contractility, Irritability. ^Ieta1)olism, liespii-a- 
tion, ]^'|)r()duction. 

CelU: 

(1. Composition : Cell l)ody. Cell nucleus, Xucleolus. 

h. SizerssVi to 3^17 of an inch. 

c. Shape; globular found in blood, flattened and thin as muscle 

cells, elongated to form fibers. 
(J. Found everywhe;'e in body. 
('. Length of life, from a U^w hours to years. 
/. Reproduction, l)y division. 
Tissues are aggregations of cells. 

Kinds: Osseous, cartilage, muscle, epithelium or skin, adipose or 
fat, nervous, connective. 

117 



NORMAL COURSE. 
EXERCISES- 

1. Define Human Physiology. 

2. Upon wliat is the study of Hygiene hased? 

3. Define function. Illustrate. 

4. AVhat is an onjan '! Illustrate. 

5. Define IIisfolo;/i/. Why is it sometimes called microscopic anatonnj? 
(). What is mean by the solid jxirfs of the Ijody? 

7. Is protoplasm found in vegetables? 

8. What are unicellular oi'ganisms":' 

9. Define differentiated proto])lasm. 

10. Draw a cell showing the three parts. 

11. ^Metabolism may be constructive or destructive. Explain. 

12. CV'lls determine the form and arrangement, and the function of 

organs. Explain. 



LESSOX TWO. 

The Bones. 

1. S/inpr: (a) long, as hunu'rus ; (h) short, as carpal and tarsal ; (c) 

fiat or tabuhir. as shouhlcj- bbub's; ((/) irregular, as the 
vertebrte. 

2. I'^trucfurr : more spongy at the ends and solid in the center, hollow, 

covered with periosteum, except at ends. 

3. Chemical composition: one third animal and two thirds mineral. 

-1. Uses: framework of the l)ody, levers for the muscles, protection to 
delicate organs. 

5. Growth and Novrishment. 

6. Injuries, Diseases. 

7. Parities and their contents. 

8. Ilistologi/: Compact bone is porous. The Haversian canals, lamellae, 

canicnli, and lacuna? form a network whereby materials for the 
bone's growth and nourishment are conveyed. 

118 



PHYSIOLOGY. 

0. TIi/(/inii\ 

10. J>(Jiii' cells lonn iiilcrcclliilai' siiUslaiicc wliicli i^ivcs lianliios.s to tlio 
l)()iiy skclclon. 

( '(irhhii/c caps llic ends of hones; used in place nf hone, a< al eml of ril)s. 
Coiineclirc 'rissiic. as li^aiiieiils, hinds l)ones togetlier; as tendojis, attaches 
muscles to hones; as periosteum, is concerned in nourishing bones. 
Arliculations (tnil J otitis. 
Jot' II Is. 

1. Essential parts: Bone?, articular cartilages, synovial memhrane, 

synovial liquid, ligaments. 
'2. Kinds: Ball and socket, hinge, pivot, gliding. 
3. Dislocations, sprains. 



EXERCISES. 

1. Explain why bones are hollow. 

'i. (iive several examples of each of the different kinds of hones. 

:]. Illustrate the nse of hones as levers. 

4. Give illustrations of how bones protect delicate organs. 
."). How may the mineral matter in bone he removed? 

(i. Describe the nourishment and growth of hones. 

7. Describe a disease of the bones. 

5. Explain the effect of injuries to the bones. 
!>. What is a simple fracture? 

10. Distinguish between comminuted and compound fractures. 

11. Distingnish between an articulation and a joint. 

12. What is a s])rain? Why are they painful? 

13. Give illustrations of the dilferent kinds of joints and e\])lain the use 

of each kind. 

14. Name a hone and draw a transvei'se section of it. 

15. What is the ofhce of the synovial memhrane? 
IG. Why is milk a valuable food for infants? 

IT. Why are the bones of old people brittle? 

IS. Why should a child sit straight when writing or drawing? 

119 



NORMAL COIIRSB. 

LESSON THREE.' 

The Sl-cJchtn. 

Skull, 'in bones: C'ruuiuiii, 8: inside ears, i; ; racial, N. 

Hyoid hone. 

Ycrtehnil cohnnn, 'M vertel)ra^ : T cervical, ]'2 dorsal. .") ]ninl>av. 

Sacra lit. 

(!orri/.r (tip of the spine). _.,.' 

T'lrt'iili/'foiir Jiihs. 

Stern It ni ( breastbone) . 

Clavicle (collar l)one). 

Scapula (shoulder blade). 

Humerus (npper arm bone). 

Radius (forearm bone), tlmmb sid(\ 

Ulna (forearm bone). 

Eight Carpal, lie in the wrist. 

Five Metacarpal, lie in the ])alni of the hainh 

Fourteen Flialauf/es, two Tor each thumb and (ixc for each Iin,i2,-ei-. 

Femur, lonj^est l)one in th.e body (thi.yh l)oni')- 

Os iitnoiiiintitiiiii . 

Tibia (lower leg-), inside. 

Fibula (lower leg), outside. 

Patella (knee cap). 

Seven Tarsal, lie below the ankle joint. 

Five Metatarsal, in front half of the sole of the foot. 

Fourteen Pltalanges. two in the oreat toe and three in each of tlic others. 

LESSOX vovn. 

EXERCISES. 

1. Xame the bones of the sknll. 

2. What are cranial sntures? 

3. Point ont the resend:)lances Ijctween the bones of the npper and lower 

extremities. 

120 



I'llVSIOl.OiiV. 

4. JN)iiit out tlu' dillVi'cncfs in the ruiiclions oT the arms and ilio legs. 

"). W'lvdi bones coiislitiite the pectoral arch or girdle? 

(). ^^'hat is Ihc pelvic arch or girdle? 

T. What is llu' use of the hyoid l)()iie? 

8. Draw a vertebra and name the ditt'erent parts. 

1). How do the first and second cervical vertebrge differ from the others? 

10. Explain the advantages of the intervertebral disks, 

n. The backbone is one of the most beantifnl pieces of meclianism in Ihc 
body. Explain. 

12. What are free or tioating ribs? 

13. How do the seven npj^ei- pairs of ribs differ from the eighth, ninlli. 

and tenth pairs? 

14. How does the sacrum in childhood diifer from the sacrum in old age? 

15. What is the Foramen Magnum'? 

16. What bones contain the ear cavities? 

17. Locate the Parietal Bones. 

18. What is the advantage of a suture? 

19. What is a costal cartilage? 
,20. What are the lachrymal bones? 

21. Explain why a well-arched instep makes the gait easier and more 

graceful. 

22. Why is the human spinal column well fitted to sustain the weight of 

the head, upper limbs, etc.? 

23. The lower limbs in man are proi)ortionately much longer than the 

arms. What is the advantage? 

24. Explain why, when one goes to sleep in church, he is usually awakened 

by a sharp jerk of the head downwards. 



LESSON FTVE. 

TJie Miisrle.><. 

1. XumJ)er: ]\Iore than five hundred. 

2. Size: Vary in length from a fraction of an inch to eighteen inches 

121 



NORMAL COURSE. 

3. Part a: Sol't red iriicldlo part (hc'lly) tajx^ring towards each end into 

tendons. 

4. Composition: Contractile elements, connective tissue, blood vessels, 

nerves, Jo per cent, water. 

5. Uses: ]\love tlie body and give shape to it, inclose cavities, hold bones 

together at joints. 
G. Varieties: Simple (tapering toward each end), biceps (divided at one 
end), triceps (three-headed). 

7. Structure: Striped tibers, tlie sareolemnia, bundles of fibers (fasciculi), 

the perimysium, cells. 

8. Kinds: Voluntary, involuntary. 

9. Arronyemeni : Origin, insertion. 



EXERCISES. 

1. Describe a tendon. 

2. Mention cavities that muscles help to inclose. 

3. Most muscles are rounded. Describe some that are flat. 

4. How are muscles controlled? 

5. What are convulsions? 

(). In carving, Avhy should meat be cut "across the grain"? 

7. How do the muscles stiffen after death? 

8. Give examples of voluntary and of involuntary muscles. 

9. Are the voluntary and involuntary muscles alike in structure? 

10. Is heart muscle voluntary or involuntary? 

11. What is the sareolemnia? the perimysium? 
13. Is beef tea nutritive? Explain your answer. 

13. Where is the "Tendon of Achilles"? 

14. What is a club-foot? 

15. Describe two diseases of the muscles. Give remedies. 

16. Name ten of the most important muscles of the body. 

17. What is the effect of alcohol and tobacco upon the muscles? 

18. What do you consider the best forms of exercise for the muscles? 

Why? 

122 



I'HVSIOLOCtY. 

LES80i\ SIX. 

Kinds of Food. 

]. Organic: Proteids, carboliydnitos, fats aiul oils. 
"2. fnorf/rniic: ^^'atel^ sail, lime. iron, snlplnn-, etc. 
<■). Frutcids: 

a. Alhuiniii. I'ouikI in tiic white oi' an egg. 

h. Gluten, found in grains. 

r. Casein, found in milk. 

d. Gelatin, found in hone. 

e. Fihrin. found in meats. 

/. Legumin, found in ]iease and beans. 
g. Myosin, found in muscle. 

4. L'arhoin/drates (energy-producing) : Sugar, starch. ])otatoes, corn. 

rice, beets. 

5. Fats and Oils (animal heat-producing) : Meats and some vegetables. 
Uses of Food: To supply energy and form tissue. 

EXERCISES- 

1. State the law of conservation of energy. 
'i. What is meant by oxidation? 

3. How is the material which has been l)urn(>d to set free the energy 

needed for our muscular elforts replaced? 

4. How is the normal temperature of the body maintained? 

5. What is the influence of starvation upon muscular work and animal 

heat ? 

6. Explain hil)ernati()n. 

7. Why is oxygen really a food? 

LESSOX SEVEX. 

Digestion. 

1. Purpose. 

2. Apparatus. 

123 



NORMAL COURSE. 



a. Alimentary canal. 

b. Accessory organs. 

3. Digestion in the inouth. 
a. Structure of the mouth. 
I). Organs of mastication : 

Tongue, teeth. 

4. Teeth. 

a. Number and names. 
h. Structure. 

c. Development. 

d. Use. 

5. Insalivation. 
a. Glands. 

h. Saliva; nature, use. 

c. Foods digested. 
G. From month to the stomach. 

a. Pharynx. 

h. Oesophagus. 

c. Swallowing. 
7. Digestion in the stomach. 

a. Description of stomach. 

h. Coats. 

c. Gastric glands. 

d. Process. 

e. Movements. 

/. Composition of gastric Juice. 
g. Action of gastric juice. 
/(-. Nature of food digested. 
S. Intestinal digestion, 
a. Small intestines. 
h. Large intestine. 
9. Accessory organs. 
Liver. 

a. Location. 

124 



PHYSIOLOGY. 

h. Description. 
r. Slruct\u'e. 
(I. Bile. 
('. Functions. 
Pancreas. 
n. Location. 
h. Description. 
r. Pancreatic juice. 
10. .[J)xorptiou. 
(I. Definition. 

b. Agents: blood vessels, lac- 
teals, lymphatics. 

EXEKCISES. 

1. What is the object of digestion? 

2. What are solvent juices? Name them. 

3. Xame the excretory organs. 

4. What chemical change takes place in the mouth? 

5. Describe the process of deglutition. 
(). What is the action of gastric juice? 
T. What are peptones? 

S. What is chyme ? Chyle ? 

9. What are the uses of bile? 

10. What circumstances affect stomach digestion? 

11. What is a peristaltic or vermicular motion? 

12. Detine villi, lymphatics, lacteals. 

13. What is dialysis? 

14. Describe the process of absorptiou from the intestines, 

LESSON EIGHT. 



Hi/giciie of Digestion. 



1 . (Jaaiitity of food varies with 
a. Affe. 



12.5 



KORMAL COCRSK. 





h 


Employment. 




c. 


Mental state. 




d 


Quality. 


2. 




Coohing food. 




a 


jManner. 




h 


Use. 


3. 




Yarietij of diet. 


4. 




Tlegularity of meals. 


5 




Freqncncii of meals 


(). 




Maimer of edliiif/. 


1 . 




Tent pc rat lire of food. 


8. 




[\^e of roiidi meats. 
Water. 


10. 


Effects of 




a 


Tea. 




b 


Coffee. 




c. 


Chocolate. 




d 


Alcohol. 




e. 


Tobacco. 



11. Care of the teeth. 



EXERCISES. 



1. What circumstances affect stomach digestion? 

2. Could one live without a stomach? 

3. To what is appetite due? 

4. Is dyspepsia a disease or a symptom accompanying many diseased con- 

ditions? Explain your answer. 

5. State five reasons for cooking food. 

6. What are the effects of tobacco on digestion? 

7. What causes a hobnailed liver? 

8. Is alcohol a medicine? 

126 



PHYSIOLOGY. 



LESSON NTXE 



Circulation. 

L. Oryaii-'i. 

a. Heart. 
h. Arteries 

c. Yeiiif;. 

d. Capillaries. 

2. Heart. 

(I. Shape. 

b. Size. 

c. Auricles. 

d. Ventricles. 

3. Valves of tlf heart. 

a. Bicuspid. 

b. Tricuspid. 

c. Semilunar.- 

d. Mitral. 
Pericardium. 
Structure. 
Motions. 
Sounds. 
Work. 
Arteries. 

a. Structure. 

h. How blood is forced through. 

c. Xames of chief arteries. 

Veins. 

a. Structure. 

b. How hlood is forced through. 

c. Names. 
11. Capillaries. 

a. Structure. 

b. Use. 

127 



10. 



NORMAL COURSE. 

ri. Blood, 

a. Properties. 

J). Corpuscles. 

c. Plasma. 

d. Hemoglobin. 

e. Coagulation. 

13. General circulation. 

14. Special circulation, 
a. Systemic. 

h. Pulmonary. 
c. Capillary. 

15. Nervous control. 
1(). Pulse. 

a. Nori^ial. 

h. Conditions affecting. 

17. Effect of alcohol and tobacco. 

18. Portal circulation. 

a. Aorta. 

b. Capillaries of stonuich and intestines. 

c. Portal vein. 

d. Liver. 

e. Hepatic veins. 

/'. In I'e r i () r \en a ca \' a . 
<j. Pulmonary caijillaries. 



LESSOX TEN". 

EXERCISES- 

What is the difference between arterial and venous blood? 
What arteries carry impure blood ? 
^Vhat veins carry pure blood ? 
How is the heart nourished ? 

128 



PHYSIOLOGY. 

5. Trace the flow of blood throuiihoul its entire course. 

G. Describe the valves and coats of the veins. 

7. Draw a diagram of the circulatorv system. 

8. About how much blood does your body contain? In answering state 

your weight. 

9. What is anaemia? 

10. Explain the sounds of tlie lieart. 

11. What changes take place in blood after it has been drawn awhile? 



Lijinpliatic Circulation. 

Vessels. 

a. Thoracic duet. 

b. Right duct. 

Lacteals. 
Glands. 

Hygiene of wounds, 

a. Tests for veins. 

h. Tests for arteries. 

c. Effect of nervous shock. 

d. Effect of cold and heat. 

e. Effect of exercise. 
/". Effect of alcohol. 



EXERCISES- 

1. State the differences between chyle and lymph. 

2. How should you bandage for a severed artery? For a severed vein? 

3. What is the relation between the circulatory system and the digestive 

system ? 

4. What is the difference l)etween human iilood and the blood of other 

animals ? 

5. How do narcotics and alcohol affect the heart? 

129 



NORMAL COURSE. 

LESSOR ELEVEK 

Respiration. 

1. Ohject. 

2. Apparatus: Lungs, air passages, vessels of the pulmonary circula- 
tion, certain muscles, bones, and cartilages, nerve centers and nerves which 
control the muscles of respiration. 

3. Air passages: Larynx, trachea, bronchial tubes, cilia. 

4. Lungs: Size, shape, structure, capacity. 

5. Air sacs (alveoli) : Structure, surface area (2600 sq. ft.). 

6. Pleurae: Location, structure, use. 

Respiratory Process. -loril 

1. Breathing. ''"^^ 
a. Mechanism of inspiration. 

h. Descent of the diaphragm. 

c. Elevation of the ribs. 

d. Mechanism of expiration. 

e. Return of the diaphragm. 
/. Return of the ribs. 

2. Modified respirator i/ movements: Sighing, yawning, sobbing, hic- 
coughing, coughiiig, sneezing, laughing, crying, hawking, grunting, vocal 
sounds. 

3. Effect of respiration upon blood and air. 

4. Animal heat. 

5. Hygiene: Pure air, dust, draughts, ventilation, sick rooms, exercise, 
alcohol, tobacco. 

LESSOX TWELVE. 

EXERCISES. 

1. Distinguish between "abdominal respiration'' and "costal" or "chest 

breathing.'' 

2. ^^'hat is the object of respiration? 

130 



IMIVSIOLOOY. 

3. How are the traelu-a ami its branches kept open? 

4. Describe broncliitis. 
a. What is pleurisy? 

(). What is the averaiie nnniher of inspirations and expirations per 
minute ? 

7. ExpL-iin why the lungs (ill with air. 

8. What is reserve air? 

9. About how much air do yon l)reatlie daily? 

10. ^Vhat changes are produced in air by btnng once breathed? 

11. What is carbon dioxide? OxygiMi? 

I'L When does breathed air become unwholesome? 

13. How much fresh air should be allowed for each person in a room? 

14. What is meant In' "taking cold""? 

15. Why not breathe through the mouth? 

l(i. How are respiratory movements produced? How controlled? 

17. Why is tight lacing injurious? 

18. Draw the skeleton of the thorax. 

19. Explain sneezing. 

20. What do 3'ou consider the best ventilation for a sick room? 



LESSON THIRTEEN. 

The Skin. 

1. Uses. 

•i. Stnicttire: True skin, (a) formation tissue, (h) pa])ill;e. (r) blood 

vessels; cuticle or epidermis; appendages, (a) nails, (b) hair. 

.3. Glands: Sweat, oil. 

4. The Skill as a EeguJniov. 

5. Absorption. 

6. Bathing. 

7. Clothing. 

8. Functions: Excretion, sensation, absorption, secretion, accessory of 

breathing. 

131 



NORMAL COURSE. 

9. Peculiarities, as seen in albinos ; as seen in freckles. 
10. Hygiene: Cleanliness, methods and kinds of bathing, nature and 
color of clothing, cosmetics, care of the hair and the nails, chaf- 
ing and chapping, effect of alcohol and tobacco. 

Memhranes. 

1. Mucous: P^xtent, structure, where found, use. 

2. Serous : Extent, structure, use, where found. 
?•>. Functions. 

EXERCISES. 

1. Where do we find mucous membrane? Serous membrane? 

2. Give the functions of these membranes. 

3. Why does congestion of the lungs follow a stoppage of the pores of 

the skin ? 

4. What causes freckles? Painter's colic? 

5. What are the parts of a hair? 

6. Wliat is ])erspiratioii ? 

7. What conditions increase the secretion of perspiration? 

<S. Why do we feel the cold less in a dry than in a moist atmosphere? 
!». When is the best time to bathe? Why? 
10. How does the hair of tlie Caucasians differ from that of the Xegroes? 

The Kidneijs. 

1. Location, color, size. 

2. Structure. 

3. Functions. 

4. How action is modified. 

5. Effect of alcohol. 

LESSOX FOUETEEX. 

The Xereous Si/siem. 

1. Xerce Cells: Structure, function. 

2. Nerve Fibers: Structure, functions. 

132 



l'HYSl()I>0(iY. 

3. Dirisiuiis: Corebro-spinj)!. syinj)atlietic'. 

4. ('crrbro-spiiKil : Brain, cranial nervt's, s|)inal cord. si)iiial nerves. 
."). ]',)(i'ni: Size and weight; parts, {a) cerebrum, {h) ct'i-ebelluni, (r) 

medulla oblongata ; coverings ; functions, 
(i. i'raiiidl Xcrres: Number and names, uses. 

7. Spinal Cord: Location, description, structure, functions. 

8. Spinal Xerves: Xumber, roots, function. 

!>. Si/iii pathetic Si/stem : Description, function. 

10. Xafurr of Xervou.'^ Impulse. 

11. Xerve Action. 

12. Functions of the ganglia of the brain ; of the cerebellum. 

10. Reflex Action. 

11. Jljif/icne: Rest, sleep, effect of excitement, work, worry, alcohol, 

tobacco, tea, coiTee. opiinn, and mor])hine. medicines, hypnotism. 



LESSOX FIFTEEN. 

EXERCISES. 

1. Why do we need a nervous system? 

2. What is meant by rot>nliiiation as a|)plie(l to physiology? 

3. What are nerve trunks and nervt' centers? 

4. What are the main nerve centers? 

5. Describe the brain and its membranes. 

6. Describe the spinal cord. 

7. What are the spinal nerves? 

8. What are the cranial nerves? 

It. Describe the sympathetic nervous system. 

10. Explain how grav and white nerve nwtter dillV'r in function. 

11. What is a nei've center? 

12. Give the functimis of spinal cord. 

13. Explain the use of i-efiex centers. 

14. Where is the seat of the iiitellect? Of consciousness? 

15. What is the effect of cutting the anterior root of a spinal nerve? 

1:3:! 



NORMAL COURSE. 



16. What is nervous prostration? 

17. How nuu-h sleep shonld the average high school student take? 

18. What is the great need for the healthy development of the brain? 



LESSON SIXTEEN. 

Special Seii.'^c (JnjaiLs. 

1. TJir Ei/r: Tjoeation. sinieturc. hall, coats: (n) sclerotic — cornea, (h) 

choroid — iris, pupil, (c) retina — blind sjiot. 

2. E.rieriKiJ Orfjans: Eyelids, brows, conjunctiva. 

3. Larliri/iiKiI A ppdniiu^i: Gland, nasal duct, lachrynud canals. 

4. Picfnictuuj Medifi: Aqueous humor. Crystalline lens. P^inction of 

accommodation. Vitreous humor. 
."). Vision. 
(■). Drfrcfs (if Visioit: Short sight, lojig sight, ohl sight, color blindness, 

astigmatism, cataracts. 
7. Morciiieiiix of Ihc Ei/e. 
(S. /fip/iciir: Cai-c of the eye, effect of alcohol and tobacco, bad light, 

cigarette smoking. 

77/ r Ear: 

1. E.rlcriKil Ear: Concha, external auditory meatus. 

2. The Middle Ear: Eustachian tube; i»oncs, — malleus, incus, stapes. 
T). The liilenidl Ear ( T^al)yrinth ) : A'cstibule, semicircTdar canals, 

cochlea. 

4. The AndHorij Xerres. 

5. Audilory Seiisaiioii : Noise, nmsic. 

(i. IIy(jieiie: Care of the ear, foreign sul)stances. 

EXERCISES. 

1. How does the intensity of light affect the pupil of the eye? 

2. Describe the movements of the eyeball. 

3. What is the l)lind spot of the eye? 

134 



riivsroLocY. 

■I. Drnw (liao-rains illus;tr;)tiii^- llic palli (if itai'allcl I'ays afior ciitorino- a 

nivopic and a liypornu'tropic eve 
."). Kxplain Moodshot eves, 
(i. If tlicrc wcvr no cai-s could tlicrc ho any sound? Explain your 

answHM' {(I) accovdiiiL;- lo ])hysi()lou-y, (h) according to the laws 

of ])liysics. 

7. Is there any difference hetween sound and noise? 

8. Descrihe the working of the phonograph. 
J). Explain how glasses aid vision. 

10. How should pupils' desks be arranged as regards light? 



LESSOX SEA'ENTEEX. 

Smell. 

1. TJie Nose: Cavities, openings, olfactory nerve, olfactory ganglia. 

2. The Sensation of SmeU. 

a. CoiuUtioiis Necessari/ for SnieJI. 
4. Uses. 

Touch. 

1. Sense of Touch : Location, test. 

2. Use of the Sense of Touch. 

3. Education of the Sense. 

4. Delicacy of Touch. 

Taste. 

1. The Tongue: Papilla?, circumvallate, fungiform. 

2. Conditions Necessanj for Taste. 

3. Location of Various Tastes. 

4. Coiijieratiou of Taste and Sine]]. 

Voice. ■ 

1. Straiiurc of tlic Lari/n.r: ("artilage. vocal cords, — false, true. 

2. Speecli : How produced, pitch, tone, loudness. 

135 



NORMAL COURSE. 



Change of Voice . 

Defects of Speech : Stammering, stuttering, faulty articulation. 

Care of the Throat and Voice. 



EXKHCISES. 

1. \yhat is meant by the musc-ular sense? 

3. Explain the process of smelling and tasting objects. 

3. "What is ventriloquism? 

4. How is speech produced? 

5. Explain the difference ])et\vecn ^■owels and consonants, 
(i. What is meant by antiseptic treatment of wounds? 

7. What is a disinfectant? IS'ame some. 

S. What is the direct physiological action of pure alcohol {a) upon the 

skin, {h) stomach, (c) liver, {d) heart, (e) arteries. 
9. What can you say of the moral deterioration produced by alcohol? 
10. Describe the general action of tobacco. 



136 



COMPOSITION. 



The Elements of Composition. Exercises in Language, Essays, etc. 



Text-books recommended for stud}' or reference: 

Chittenden's English Composition ^°-°° 

Lockwood's Lessons in English 

Welsh's English Composition, 

Parker's Aids to Composition, 



1. 12 

.60 



COMPOSITION. 



LESSON OXI']. 



Tlu' ni]('s and i'.\aini)lcs of lessons 1. ',], I, 5, (i, 11, ]-3, ]:] and 14 
arc taken from Professor RnolfV "(Vntnrv T>ook of Facts," published by 
the Kin^ii- Richardson C"oini)any, SpringHcld, .Massachusetts. Students 
will find them reliable. 

Master the following;' I'ules: 

Capitals. — Bei;-in with a capital : — 

1. Eterv sentence and every line of })ot'trv. 

Examples. — Foruet others" faults. How briii'ht the day! \A'hat is 
fame? Custom forms us all. 

'Time is the warp of life; oh! tell 
The younii'. the fair, to weave it well."" 

2. All propi'r nouns, and titles of oflice, honor, and respect. 
Example f<. — Henry the Fowler, Em])eror of Germany; Robert Roe, 

Esquire; His Honor the ^layor: Elizabeth Barrett Browning; the Red 
Rivt'r; Union Sipiare; the Su])erior (*ourt of the City of New York. 

;5. All adjectives formed from propter names. 

Examples. — African, Italian, Welsh, Ciceronian. 

Also adjectives denoting a sect or religion. 

Examples. — ^Methodist, Puritan, Catholic. 

4. Common nouns, where personified in a direct and lively manner: 
not where sex is merely attributed to an inanimate oliject. 

Examples. — Then Wtir wa\x's his ensanguined sword, and fair Peace 
flees sighing to some hai^pier land. But. the sua pui'siies bis liery course; 
the moon sheds her silvery beams. 

5. All ajjpellations of the Deity. The ])ersonal pronouns Thoa and 
He standing for His nami' are sometimes cajiitalized. 

Examples. — The Almighty: the King of kings; the Eternal Es- 
sence; Jehovah; the Supreme Being; our Father. 

139 



NORMAL COURSE. 

In the standard editions of the Bil)le, the pronouns, when referring 
to God, are niner caintalized. not even in forms of direct address to the 
Deity. 

G. The first \v(n-d of a eoni])h't(' (juoted sentence not introduced by 
t]iat, if, or any other conjunction. 

Examples. — Thomson says, "Success makes villains honest.'" But. 
Thomson says that "success makes villains honest." 

7. Everv noun, adjective, and verb in the title of liooks and head- 
ings of chapters. 

Examples. — Butler's "Treatise on the History of Ancient Phi- 
losophy"; Cousins' "Lectures on the True, the Beautiful, and the Good." 

8. Words that denote the leadin<i- sul)jects of chapters, articles or 
paragraphs. 

A word dctined, for instance, may commenct' with a capital. Do not 
introduce capitals too freely under this rule. When in doubt use a small 
letter. 

9. The pronoun / and the interjection O. 

10. Words denoting great events, eras of history, noted written in- 
struments, extraordinary physical phenomena and the like. 

Examples. — The Creation; the C^onfusion of Languages; the Res- 
toration; the Dark Ages; the Declaration of Independence; the Aurora 
Borealis. 

11. Letters standing for words are generally written as capitals. 
Examples. — A. D. for Anno Domini, the year of our Lord. 

12. The months of the year, and the days of the week. The names 
of the seasons, however, should not generally be capitalized, although it 
is customary with some authors. 

■ 13. The words North, South, East, and West, and their coni])ounds, 
as Northwest, when they signify a section of country. Also adjectives de- 
rived therefrom. This class of words should not be capitalized, however, 
when merely denoting direction. 

EXERCISES. 

Give an example of each rule. 

140 



COMPOSITION. 

lp:sson two. 

EXERCISES. 

Capitalize the following: 

1. resolved that cuba should be free. 

2. ex. — "seeing is believing." 

3. the appropriations as recommended by the committee are as follows : 

for coal $ 150 

for rent 1000 

4. mr. John jones 

to franklin smith dr. 
to 150 yds. muslin @ 5c $7 50 

to 100 

5. the question is, "what are you going to do about it?" 

H. their position was this : if he will not work he must suflFer. 

7. the bible says, "blessed are the merciful."" 

8. principles of english grammar (title of a book). 

9. a ride in the park (subject of an essay). 

10. my esteemed friend (salutation). 

11. president mckinley. 

12. luckinley, president of the united states. 

13. If words derived from pro])er names sliould begin with capital let- 

ters, why do not colossdl, godlil-e, and galvanize begin with 
capitals? 

14. Distinguish between Clark's Ferry and Clark's ferry. 

15. Which is correct, Hudson River or Hudson river? 

16. Which is correct, Xew York City or Xew York city? Atlantic City 

or Atlantic city? Ex))lain. Captain Von Coolln or Captain von 
Coelln? 

17. "We pra^'ed to Him who rules the world."" Why not begin who with 

a capital ? 

18. Why should months and days of the week begin with capitals? 

141 



NORMAL COURSE. 

19. Distinguish between "Webster's Speeches" and Webster's speeches. 

20. Capitalize, "the lord is a great god above all gods." 

21. "Wave your tops, ye pines." Why should not tops and jnnes com- 

mence with capitals? 

LESSOX THREE. 

PcNCTUATiox Points. — The Puncluation Points are as follows: — 



Period 




Paragraph 


^■ 


Colon 




Brace 


} 


Semicolon 


} 


Acute accent 


f 


Comma 


, 


Grave accent 


* 


Interrogation Point 


p 


Circumflex accent 


" 


li^xelamation Point 


! 


Tilde, or Circumflex 


- 


Dash 


— 


The Long, or Macron 


- 


Parenthesis 





The Short, or Breve 


- 


Brackets 


[] • 


Dia?resis 




Hyphen 


- 


Cedilla 


c 


Quotation Marks 


CI 7' 


Asterisk 


* 


Apostrophe 


3 


Dagger, or Obelisk 


t 


Ellipsis 


{;;;; 


Double Dagger 


X 


Caret 


'^ 


Section 


§ 


Index 


d^^ 


Parallel 





PuxCTUATiox is the art of dividing composition by points or stops for 
the purpose of showing more clearly the sense and relation of the words, 
and of noting the different pauses and inflections required in reading. 

The usage of to-day is not that of the past and will not be that of the 
future. 

The following rules are the most important and are compiled from the 
best modern authorities : — 

The Period must be placed after every declarative and imperative 
sentence and every abbreviated word. 

Examples. — Obey your parents. Virtue is the only nobility. We write 

142 



COMPOSITION. 

Jas. for James, N. ^■. for New Voi-k, Xo. lor iiuiiihcr, George i. for George 
the First. 

After all ahltreviations. 

Examples.— Shhv.— Ami .— ]'li. D.— l.L. I). 

After numbers written in the IJoinaii notation. 

Examph'.—XlX.—WiiUn XC. 

A nickname wliicli is not I'eally an aMireviation is not followed h}' a 
period. 

Exanipli's. — Dave Bidwell ; Sam Slick. 

A Colon is placed after a sentence wliich formally introduces a distinct 
nuotation. 

Examples. — We are often reminded of this remark of j\larslial Lannes: 
"'Know, Colonel, that none hut a ])oltroon would boast that he was never 
afraid." 

The colon may he used to separate the great })arts of a long complex 
sentence when the minor sentences therein are separated by the semicolon. 

The colon is passing out of use, its place being taken by the dash, the 
semicolon, and the period. 

A Semicolon is placed before as. to wit, viz., namely, and that is when 
they introduce examples or illustrations. 

E.vample. — Every solid has three dimensions; namely, length, breadth, 
and thickness. 

Place a semicolon at the close of a sentence which l)y its terms promises 
anotlier sentence. 

Exam pie.— "'Tic-tdiC, tic-tac, go the wheels of thought; our will can- 
not stop them ; they cannot stop themselves ; sleep cannot still them ; 
madness only makes them go faster; death alone can break into the case." 

A semicolon may be used to separate short sentences which have but a 
slight connection with each other. 

Example. — He was a poor boy: he had no showy accom[)lishnients ; he 
had no inlhiential friends; hut he was rich in youth, courage, and honesty 
of ]iurpose. 

EXERCISES. 

Send an example of each rule nu-ntioned above. 

14G 



NORMAL COURSE. 

lessoj^ four. 

Comma. — Set off l)y the comma an explanatory modifier when it does 
not restrict the modified term. 

Example. — The order, to fire, was given. 

Set off by the comma a word or phrase that is independent. 

Example. — To tell the truth, he was not at liome. 

Set off by the comma a phrase that is out of its natural order. 

Example. — Shifting his burden, he hurried on. 

Set off by the comma a particle used as an adjective. 

Example. — The water, expanding, burst the pipe. 

Set off by the comma connected words and phrases unless the conjunc- 
tions are all expressed. 

E.vample. — "From the mountain, from the river, from the hill, and 
from the plain, we are sweeping to the rescue." 

A comma is used before a direct quotation unless it is formally in- 
troduced. Greeley said, "The way to resume is to resume." 

Set off by commas all parenthetical expressions and the following words 
when used as such; however, that is, indeed, of course, finally, again, first, 
second, also, therefore, yes, no, too, etc. 

Example. — He is, indeed, worthy. 

Use the comma after as, viz., to wit, namely, and that is, when they in- 
troduce examples. 

Example. — We will promote the man : that is, if he is worthy. 

The parts of a complex sentence should be separated by a comma when 
the auxiliary precedes the principal sentence. 

Example. — If the messenger calls, give him the letter. 

Separate by the comma a phrase or sentence used as a subject and its 
verb. 

Example. — "That all men are created equal, is a self-evident truth."' 

Words used in direct address should be separated by the comma. 

Example. — "Stranger, I am Roderick Dhu." 

The Interrogation Point must l)e placed after every interrogative 
sentence, member, and clause ; also after the interjections eh and heij im- 
plying a question. 

144 



COMPOSITION. 

Example. — Has the air weioht? Air has woio-ht : do von not holicve 

I 
it? lou thought it wouUl rain, eh? ; 

All interrogation point inclosed in parentheses denotes dor.ht. 

Example. — Yonr friend ( ?) lohl nie this. ' 

The Exci.A.M.VTiox I'oixt shouhl be phieed after every e.xehunatory ' 

sentence, nienil)er, ehuise, and expression. 

Exam pies. — How disgusting is vice I Life is sliorl : liow earcful we I 

should be to use it aright ! For shame I 

An exclamation point placed in parentheses denotes peculiar surprise. 

A Dash is usually place(] before the answer to a (pu^tion when both 
are in the same ])aragrapb. 

Example. — Are you ac(puiinted witli the defendant? — J am. 

A dash is often used in phice of tlie parenthesis. 

Example. — With a firm stej) — for lie was lu'ave — he advanced. 

T"se the dash where there is an omissicm of such words as, namely, Ihat 
is, as, introducing equivalent expressions and when letters or ligures are 
omitted. 

E.vainple. — *\Some wit has divided the world into two classes — the wise 
and the otherwise." General ]M was present. 

Use the dash when there is a sudden transition. 

E.vample. — We have learned the bitter lesson — let us bury Ihe past. 



LESSOX FIVE. 

Parentiieses. ^larks of Parenthesis are used to inclose words whicli 
explain, modify, or add to the main proposition, when so introduced as to 
l)reak the connection l)etween de])end('ii1 ])arls and interfere with the har- 
monions How. 

Example. — The Saxons (for they descended fi'oiii the ancient Saca') 
retained for centuries the energy and morality of tbeii' ancestors. 

Brackets. Brackets are used principally in ([noted passages, to in- 
close words ini[)roperly omitted or added l)y way of correction, observation, 
or explanation. 

Example. — She is weary with |()f| life. 

14;-) 



NORMAL COURSE. 

In regard to the use oi' points before and after the brackets, and the 
punctuation of any sentence or clause within the l)rackets, the same rules 
apply that are given in regard to the punctuation of other clauses. 

The AposTiioniE denotes the omission of a letter or letters, and the 
possessive case of nouns. 

Examples. — 'Tis for /"/ is; e'en for even: don't for iJo not: o'clock for 
on [the] clod'. So in the possessive: hero's. Charles', men's, lieroes' , chil- 
dren s. 

Pronouns never take the apostrophe in the possessive ease. 

The Hyphen is used to connect the elements of a compound word, 
when each retains its own accent. 

Example. — Castle-builder, father-in-law. 

The hyphen is also used after a complete syllable at the end of a line, 
to connect the parts of a divided word ; also to denote that the final vowel 
of a preiix does not form a diphtliong with the first vowel of a primitive; 
but in this latter case a mark of diuresis is more appropriate. 

Example. — P re-engagement, re-establish [preengagement. reestab- 
lish]. 

Quotation Points are used to inclose^ words ([uoted from an author or 
speaker, or represented in narrative as employed in dialogue. 

Example. — "Remember now thy Creator in the days of thy youth." 

When the substance merely is given, and not the exact words, quotation 
points are unnecessary. 

Matter within quotation points is to be punctuated just as if it stood in 
any other position. 

When quotation points are needed at the end of a sentence, they come 
after whatever other point is required there if this point applies to the quo- 
tation alone, but before this point if it applies to the whole sentence and not 
exclusively to the quotation. 

Example. — Pilate asked, "What is trutb ?" AVhere now is tlie "man 
of destiny" ? 

When a rpiotation incloses within it another quotation, the external 
quotation has the double marks, and the one included has only the single 
marks. 

146 



COMruSlTlOJN. 

E.fdiii pic. — It li;is l)c('ii well said, ••'riic (•(tiiiiiiniKl, •'I'lmii shall not kill," 
fi>rl)i(ls many cfiiiics hcsidcs lltal of iiuirdi'i'."" 

If llic iiicjoscil (II- s('c()ii(lai'\' (|ii()lati()ii ciuls a scntciicc. ihi'cc apn-- 
ti'oplu's will llici'c conic t(\Li'cllici', of wliicli the iirst will hcloii.L;' Id ihc in- 
closed quotation, and the other two to the oi-i.^inal. When an inclosed 
quotation itself contains woi'ds oi' phfases that are (|Uoted. those woi'ds oi' 
phrases have the douhic marks. 

Exiunjili-. — ••Ki'cnch >ays, 'W'hai a lesson tlic word "dilio-eTice"" con- 
tains!" "■ 

When the sentence hecomcs moi'c involved llian this, the additional 
marks of quotation would create conrusion. and may lhei'(d'ore Ite omitte(]. 

EXERCISES. 

Send an example of each rule. 



LESSOAT STX. 

The 7\vi; vdRAi'Ti is used to indicate a new sul)ject of remark. The 
sijiii is r(>tained in the Holy Scripture. l)ut in ordinary comi)osition is in- 
dicated to the eye hy he.u-innino- a little to the ri.uiit of the maro-inal line of 
the page. 

Accent ^Marks are used to denote the proper pronunciation of words. 
They are : — 

The Acute [']. which marks the syllahle which requires the principal 
stress in ])ronuuciation : or to denote a rising inflection of the voice, or a 
close or short vowel. 

'idle (Intrc | ~ | is used in opposition to the acute to distinguish an o]ien 
or long vowel, or to denote the falling intiection of the voice. 

The Cirnimpcr [*] generally denotes a hroad sound or a eomhination 
of the acute and grave. 

The Brcre [ v | is used to d"note either a close vowel or a syllahle of 
short quantity. 

'Idle Mucroii I - I is us(^d to (U'note either an open vowel or a syllable of 
long (puintity. 

147 



NORMAL COURSE. 

The Diaeresis ['] is plnced over the hitter of two vowels to show that 
the}' are to he pronounced in separate sylhihles, as aerial. In German this 
character is called the Umlaut, and denotes a modification of the sound of a 
vowel over whicli it is placed, peculiar to the Germanic languages. 

The CediJla [,] is placed under the letter c to give it the sound of s be- 
fore a or ; as in the words faqade, AlenQoii. 

The Tilde [ "] is placed over the letter n in Spanish words to give it the 
sound of iiij ; as, sehov, niinoii. 

Other Marks. — The Ellipsis or Suppression denotes the omission of 
some letters or words. 

Examples. — K g, for King; G =■'*** m, for Graliam; A....S, 

for Adams ; H — m — lir — y, for Humphrey. 

The Caret, used only in writing, shows where to insert words or letters 
that have been accidentally omitted. 

would 

Example. — James said he ^ he home to-night. 

The Index or Hand [ ig^ | points out something remarknbh\ or wnat 
the reader should particularly observe. 

The Bruce \ } ] serves to unite a triplet, or lo connect several 
terms to somethiuiJ: to which thev are related. 



f Nominative. 
Case ^ Possessive. Committee ■< 

[^ Objective. 



Examples. — 

r W. Brown. 
! H. Jones. 
R. Smith. 
M. Mills. 

The Section [ § j marks the smaller divisions of a book or chaptiu-, 
and, with the help of numbers, serves to al)ridge references. 

The Paragraph [% ] denotes the commencement of a new subject. The 
parts of discourse which are called paragraphs are in general sufficiently 
distinguished by beginning a new line and carrying the first word a little 
backwards. 

Leaders [ J are used in contents and indexes of books and similar 

matter to lead the eye to the end of the line for the completion of the sense. 
Example. — Wharfage, $50 

148 



COMPOSITION. 

EXEKCISES. 

Send an example of each inile. 



LESSOX SEVEX. 

Continued practice in punctuating written compositions is absolutely 
necessar}', if the student wishes to become proficient in the art. The 
practice afforded in this syllabus is insufficient and is merely suggestive. 
A good plan is to have some friend eo])y well known selections, omitting all 
capitals and marks of punctuation. After capitalizing and punctuating, 
compare your work with stnndanl editions. Be sure to procure editions 
that have been carefully edited. Avoid cheap editions. 

Do your best in all manuscripts that you send for correction. This 
will afford excellent practice. 

EXERCISES. 

Capitalize and punctuate the following: 

1. Woman without her man would be a savage. 

2. John Brown having gone to sea (see) his wife requests the prayers of 

the congregation in his behalf. 
o. Every lady in the land 

Has twenty nails upon each hand 

Five and twenty on hands and feet 

This is true without deceit. 
4. among these the most formidable was a burly roaring roistering blade 
of the name of abraham or according to the dutch ablnwiation lu'om 
van brunt the hero of the country round which rung with his feats 
of strength and hardihood he was Ijroad shouldered and double 
jointed with short curly black hair and a bluff but not unpleasant 
countenance having a mingled air of fun and arrogance from his 
lierculean frame and great powers of limb he had received the nick- 
name of broni bones by which he was universally known he was 
famed for great knowledge and skill in horsemanship being as 

.149 



NORMAL COtTRSE. 

dexterous on liorseback as a tartar lie was foremost at all races and 
cock fights and with the ascendency which bodily strength always 
acquires in rustic life Avas the umpire in all disputes setting his hat 
on one side and giving his decisions with an air and tone that ad- 
mitted of no gainsay or appeal he was always ready for either a fight 
or a frolic had more mischief than ill will in his composition and 
with all his overbearing roughness there was a strong dash of waggish 
good humor about him this r^ntipole hero had for some time singled 
out the blooming katrina for the object of his uncouth gallantries 
and though his amorous toyings were something like the gentle 
caresses and endearments of a bear yet it was whispered that she did 
not altogether discourage his ho])es. — Waftliington Irv'niy. 

adieu adieu my native shore 

fades oer the waters blue 

the night winds sigh the breakers roar 

and shrieks the wild sea mew 

yon sun that sets upon the sea 

we follow in his flight 

farewell awhile io him and thee 

my native land good night 

with thee my bark 111 swiftly go 

athwart the foaming brine 

nor care what land thou liearst me to 

so not again to mine 

welcome welcome ye dark l)lue waves 

and when you fail my sight 

Avelcome ye deserts and ye caves 

mv native land good night — Byvon. 



150 



coMrosrnoN. 

LESSON KUUVW 

Paragraphi)ig. 

All sentt'iiccs that, ix'rtain to one distinct t()[)i(' slionld he coiiiljiiu'd into 
one paraiira}))!. 

Stud}' carefully the various sentences. Select the leadinuf statements 
and express them hv means of independent propositions. 

Very short ]iara.o-]'a[)hs should not be used unless they e.xhaust the 
topic. 

Avoid abrupt transitions from one paragraph to another. 

Begin each paragraph on a new line leaving, on paper the width of 
foolscap, a uu^rgin of about an inch. Allowing an inch for the indentation, 
each paragraph should begin two inches or so from the edge of the paper. 
If the paper used is narrower than foolscap, both margin and indentation 
for the paragraph should be proportionally less. 

EXERCISES. 

Write a short biographical sketch of Abraham Lincoln. Pav particular 
attention to capitalization, punctuation, and paragraphing. 

LESSON NINE. 

What are figures of speech? 

What are tropes'? 

What is the value of figures of speech ? 

Define simile. Give two examples. 

Give two rules for the use of similes. 

Define inetaphor. Give an example. 

What is a. mixed metapJior? Example. 

What is meant by "straining the niclnplior"? 

Define personifcntion. p].\amy)lc. 

What is the most common torm of jxTsonilication ? 

Define and illustrate mclononii/. 

151 



NORMAL COURSE. 

Classify the metonvmies below: 

"Strike for your altars and your fires." 

"The pen is mightier than the sword." 
Define and illustrate synecdoche. 
Point out the synecdoches in the following: 

All hands were at work. 

He left the family's hearth. 

He sold sixty head of cattle 



LESSON TEN. 

EXERCISES. 

Define and illustrate the figures of speech not mentioned in lesson 9. 

LESSON ELEVEN. 
Co HI mo II Mist a kcs . 

A and Ax. A is used hcfore all words beginning with consonants 
except those beginning with silent II. or when the word beginning with H 
is accented on some other syllable than the first. An is to be used before 
all vowel sounds, silent II. and when the words beginning with H are 
accented on some other syllable than the first. 

Ability (for capacity). Capacity is the power of receiving and retain- 
ing knowledge with facility. Ability is the power of applying knowledge 
to practical pnrjioses. 

Abortive (for unsuccessful). A ])lan may Ije abortive, but an act 
cannot. 

Acceptance (for acceptation). "No word is more vague in its gen- 
eral acceptance," should be "in its acceptation." 

Accident (for wound). "Witch hazel cures accidents.'' 

Accredit (for credit). Few, except very bad writers, employ it as a 
robust substitute for credit or believe. 

152 



COMPOSITION. 

AD:\[lNlSTr':i{ (for deal). '"Tlic hlows were adiniiiistcrcd [dealt | l)y 
Poliet'inaii Jolmson."" 

Ad.mikio (for desire). It is an eiTor to follow this verb with an inlini- 
tive, as "1 admire to see a man eonsistent."" J)oid)lv wi'ona-. therefoi-e, is the 
expression. "1 should admire to g"o with you."" 

AoGiv'.w ATK (for irritate, worry, anno\ ). "There w(nil(l he no danger in 
aii^iiravatinu' A'iolet hy this e>:|)rervion of |)ity." Better "irritating."" 

AciKicrLTUKALJST (for agriculturist). The first is never correct. 

x-Vin't. The only legitimate contraction of 1 am not is T"m not. 

Allow (for say, assert, express opinion), ^^'e may allow or admit 
that which we ha\'e disputed, hut of which we have l)een convinced; or we 
may allow certain premises a,s the hasis of argument: hut we assert, not 
allow, our own opinions. 

Allude (for say or mention). Allude {hom liido. liuhrc. to play) 
means to indicate jocosely, to hint at ])lay fully : and so to hint at in a slight, 
passing manner. Allusion is the byplay of language. 

Aloxe (for only). Alone means ''(piite by one's self,'" and is always 
an adjective, differing herein from only, whicli is both an adverb and an 
adjective. In some cases the words may be used indifferently, but as a rule 
there is a marked distinction hetween alone and only, as "I did it alone,'' 
quite hy myself; "an only daughter;"" '"they differ on one point only." 

Alterxately (for hy turns). This word should be used only in 
speaking of two objects or classes of ohjects. Whately rightly defines alter- 
native as a choice between two objects. 

Amateur (for novice). X professional actor who is new and unskilled 
in his art is a novice, and not an amateur. An amateur may l)e an artist 
of great experience and extraordinary skill. 

Among (for between, when speaking of two). (Jould says it should 
not be written amongst, but Worcester and \\'el)ster give both forms. 

And. The commonest case in which it is violated is where and intro- 
duces a relative clause, no relative having occurred before, as "I have a book 
printed at Antwerp, and which was once ])Ossessed by Adam Smith."" And 
for to is a frequent misuse. "Try to do it," not ''try and do it." 

Anyways (for anyway). This is a frequent misuse. 

153 



NORMAL COURSE. 

ANYWriERKs (for anvwlR'ix'). Belongs lo the class of words freciuoiitly 
misused. 

Apprehend (for comprehend). Apprehend denotes the laying hohl 
of a thing mentally, so as to understand it clearly, at least in part. Com- 
})rehend denotes the emljracing or understanding it in all its compass and 
extent. We may apprehend many truths which we do not comprehend. 

As (for that). "I don't know as [that] I can go."" 

Assurance (for fire insurance). Wehster and ^^'orcester agree that 
this word is limited to life insurance. 

At (for by). "I bought it at auction'" is correct Englisli, but "It is 
to be sold at auction'" is American only. 

At all. a needless expletive, as "I did not like the play at all." 

AvocATiox (for vocation). Vocation is one's pursuit, employment, 
business ; avocation refers to incidental or pleasure pursuits. 

Acoustics takes a singular verb. Xames of sciences, such as mathe- 
matics, economics, politics, physics, gymnastics, etc., are now regarded as 
singular in number. 

Awful (for very or for ugly). "Tlie crowd present was awfully bois- 
terous." 

Bad. "I feel bad," not "I feel badly." 

Balance (for rest, remainder). Balance refers to the ledger account, 
and does not properly convey the same meaning as remainder. 

Banquet (for dinner, supper). A banquet is a public, sumptuous 
feast. 

Beau, a word used by the uneducated instead of escort. 

Been to (for been). "Where have you been to?" 

Between (for among). Between is only for two — by and twain. 
Carefully avoid such expressions as "Between every stitch."' 

Blame it on (for accuse). A common vulgarism. 

Bountiful ( Un plentiful). Bountiful applies to persons, not to things, 
and has no reference to quantity. 

Bourn (for place, instead of boundary). Frequently misused. 



154 



COMPOSITION. 

Com III o 1 1 J [istc I ki s . 

Hi;.\\i;i;y (lor couruiiX') • i>ra\('rv is inhoni, instinctive. Coui'age is 
tin- |ii'()(luct of reason, calculation. ^Icn who arc simply liravc are careless, 
while the coui'aucons man is always caiitiotis. 

BiMX(i (for fetch), liia'ni;- ('.\))resses motion toward, not away. A hoy 
is properly told to take his hooks to school and to hi-iii^- them home. .\ 
gardener may say to his lielper. "(io and hriiig me yonder rake,"" hut he 
might lietter say. "Fetch me yonder rake."" 

BofXi) (for determined). '"He is hound to go West." 

BuHSTED ( foi' l)urst). "The pipes hursted during the cold weatlier." 

But (for that or if). "I have no douht hut he will come to-night."" 

But Tii.vi' (for that). "1 shoidd not wonder hut that was the ease." 

By (for ujion). "By | upon | returning it to this oftiee the finder will 
l)e rewarded." 

Calci'lat?: (for expect). "I calcnlate [expect] to go to-morrow." 

Cax (for may). The l)oy says, '"Can I go down street?"' when he 
means "'May 1?"' It is a question not of possihility hut of permission. 

Captiox (for lieading). Xot sanctioned hy good writers. 

Casket (for coffin). A newspajiei- wi'iter facetiously intimat<'(| that 
a man in a casket is not quite so dead as a man in a coffin. 

CiTiZEX (for person). A citizen is a person who has certain political 
rights. To say "Several citizens carried the victims of the accident into 
a shop/- would be as absurd as to say, "several church members." 

Come (for go). "I am coming to pay you a visit." Coming is right. 

CoMMEXCE TO ( for begin). Omit to. We begin to write. We com- 
mence writing. 

CoiMruLSlox (for obligation). The former is a j)hysicai, the latter 
a moral, necessity. 

CoxFESs TO (for confess). "1 confess to a little curiosity on this suii- 
ject." The natural rejoinder was, "Well, did the little curiosity absolve 
you ?" 

Cox'STiiUE (for construct). AA'riters construct: readers construe. 

155 



NORMAL COURSE. 

CONSUMMATK (for perfonu ) . "The iiiarriago was consnminatiMl [pcv- 
formed] at Paris, last A})]'!!."" 

Contemptible (for eoiiteiiiptuous). "To a geiitk-nian wlio. at tlie 
close of a fiertf dispute with I'orsoii. exclaiuuHl. '^ly opinion of you is most 
conteniptibk', sir." lie retorted, 'I never knew an o])inion of yours that was 
not contemptible." "" 

CoxTixi'AL (for continuous). A continuous action is one which is 
uninterrupted; continual is that which is constantly renewed and recurring, 
thoug'h it may he interru])ted as frequently as it is renewed. 

CoxTlxi't: ox is often erroneously used For continue. 

C'ORPOUEAi,. rre([uently misused for corporal, especially of punishment. 

CoPiTEGE (for jirocession). A cortege is a ])rocession. hut every pro- 
cession is not a cortege. 

Credible (for credulous). "He is very credil)le [credulous ]."" 

Creditable (for credible). "I am creditably [credibly] informed."' 

Dead axd blIvMED. dead and gone, and simihir ex|)ressions are to be 
deprecated. Those who ha\e died have usually bet'u buried, and they are 
also gone. 

Dearest. "A gentleman once hegan a letter to his bride, thus : 'My 
dearest Maria." 'I'he wife replied : '^ly dear John, T beg that you will mend 
either your morals or your gramimir. You c-all me your "dearest ^laria"" ; 
am I then to understand that you have other Marias?" "" 

Deduc'TIox (for induction). lnducti(^n is the mental process by which 
we ascend to the delivery of s})ecial truths: deduction is the process by 
which the law governing particulars is derivt-d from a knowledge of the law 
governing the class to which particulars belong. 

De:\ioralized (for scared). "The horse, in addition to losing all the 
hair on his tail, became considerably demoralizeil."" 

Departure. To take one"s departure is a corruption o'' the accurate 
form, "to take one"s h-ave."" 

Differ with, in opinion: differ from, in ap])earaiu-e. 

Die -with ( foi' die of). A man dies of smallpox, not with smallpox. 

Dock (for wharf or jher). A dock is an open place without a roof, 
into which anything is received, and where it is inclosed for safety. The 
shipping around a city lies at wharfs and piers, but goes into docks. 

156 



OOMPO.SITIOX. 

Done should ho usod nnly wilh Ims. had. or iinve; froqiiently misiiserl 
for did. 

Don't (for doesn't). Don't is the contraction for (h) not; doesn't the 
contraction for does not. 

Doi'BT Bi'T (for douht). "1 liave no doulit hut that it is so." 

Each and evi:i;y (often followed hy a phii'al verh). "When I con- 
sider how each of these professions are [is] crowded." 

Emblem (for motto, sentiment). The figure is the emblem; not the 
accompanying motto. 

Enthuse (for inspirit). This word is not sanctioned by good usage. 

Epithet (as necessarily decrying), is \isnally and eri'oneouslv applied 
to derogative adjectives. 

Equally as well (for equally well). "He jilays equally as well 
[equally well]." 

EvEKY ONX'E IN A wpiiLE is an absurd and meaningless expression. 

EvEKY (for entire or all). ''Rendered them every assistance," is 
ahsurdlv wrong. Every is separated, and can be a])plie(l only to a whole 
composed of many individuals. It is always singular in number. 



LESSOX TIITRTEEX. 

Common Mistakes. 

p]xECUTE does not mean to ])ut to death. The law is executed when 
the criminal is hanged or imprisoned. 

Exi'i'X'T (for su])pose). Ivxpect I'efers only to that which is to come, j 
and which, therefore, is looked foi'. We cannot expect backward. 

P'e:malk (for woman). A vulgar misuse of English. 

From git (for from). "Froni out the castle." 

Farthkh. further. Farther projteidy signides distance, further degree 
or ([uantity. "As he walked farther he saw they wc-re further along with 
the work." 

Future (for sul)se(pient ). "Her future life was virtuous and fortu- | 
nate.'' i 

157 I 



NORMAL COURSE. 

First two. Often written and spoken, two first. 

Gent and pants. "Let these words go together, like the things they 
signify. Tlie one always wears the other." 

Gentleman, lady (for man, woman). The most important rule to 
observe is that where adjectives are used the nouns must he man, woman — 
not a polite gentleman, or a lovely lady ; Imt a polite man, a lovely woman. 

Girl (for daughter). A father, on l)eing requested hy a rich and 
vulgar fellow for permission to marry ""one of his girls," gave this 
rather crushing reply : "Certainly. Which one would you prefer — the 
waitress or the cook ?" 

Graduated (for was graduated). Students do not graduate, l)ut are 
graduated. "1 graduated [was graduated] in 187G." 

Great^ big. Frequently used for large. 

Gums (for overshoes). "Emily is outside, cleaning her gums upon 
the mat." 

Get signifies possession obtained by exertion. "He has [not has got] 
red hair." 

Had ought (for ought ). "You had ouglit to have been with me." 

Haven't no. Omit no. Do not us(- two words meaning no in the 
same sentence. 

Healthy, healthful, avholesome. Healthy refers to living tilings. 
"The man is healtliy.'" "The surroundings are healthful." "Tlie food is 
wholesome." 

Is (for are). "Their general scope and tendency is [are] not remem 
bered at all." 

It is I (not me). It is he (not him). It is she (not hei-). 

Jewelry (i'or particular jewels). Its use in the latter sense is alwa3^s' 
to be preferred. Think of Cornelia pointing to the Gracchi, "These are 
my jewelry." 

Kids (for kid gloves). Colloquial and should not be used. 

Last (for latest). "T have received your latest [not last] letter." 

Lay (for lie). Remember that lay expresses transitive action, and lie 
means rest. We lay the hook on the tahle and the book lies where we have 
placed it. 

Learn (for teach). Learn means to acipiire knowledge; teach, to 

158 



COMPOSITION. 

iiii|);irt it. This use of Icnni is fdund ii>. I'l'spcctahk' writers, but is now 
(Iccuu'd iiupi'opci'. as well as iiiclc^aiit. 

Leave (without an ohjcct). Annie Louise Care}' will leave the stage," 
amiounces an exchauuc '"Thanl<s, .Vnuic; we were afraid you would take 
the stage with you. So kind to leave it."" rejoins the critic. 

Leave (for let). ''Leave [let] me be." 

Let's (for let). "Well, fanner, let's you and T go by ourselves." 

Liable. Frecjuently misused for likely. 

Lit (for lighted). iMneh censured as an Americanism. 

Look (followed by an adverl)). "Aliss Marlowe looked charmingly." 
Jnst as correct to say "Miss Marlowe looked gladly, or madly, or sadly, or 
delightedly."" 

Loan (for lend). The former word is a noun, the verbal form of 
which is to lend. 

Mutual (for common). It should always convey a sense of reciprocity. 

N'iCE is now applied to a sermon, to a jam-tart, to a young man, in 
short, to everything. The word should be nsed with extreme caution. 

Noil (for than, after comparative). "Better nor fifty bushel." 

N"oTiON (for inclination). "I have a notion to go." Of course 
incorrect. 

None is etymologically singular. "None but the brave deserves the 
fair,"" wrote Dryden. 

Off of (for off). "A yard off of the cloth."' 

Over ijis signature (for under his signature). A letter is issued 
under or by the authority of the writer's signature. 

Particle (for at all). As "not a particle." for "not at all." 

Past two weeks. P)etter, the last two weeks. 

Patron (for custonu-r) is wrong. 

Pile (for amount). "He owed me (piite a pih'." 

P.VRTY ( foi' ])('rs()n ) . .\void it. 

Posted ( bn- informed). A colbKiuialism in tlir Lnitcd States. Must 
be used Mith caution. 

Previous (for previously). "Proious to my going.*" 

Prolific (for frequent). "It was a prolific [frequent] source of 
annoyance." 

159 



NORMAL COURSE. 

Promise (for assure). "I promise [assure] you I was astonished." 

Proof (for evidence). I'roof is the result of evidence. 

(^riTK is not to l)e used for nearly. Quite means wholly, completely 
or tlioroughly. 

Raise (for bring up, educate). A peculiarity of the Southern states. 

Real (for very). "Real [very] nice." 

Reckox (for conjecture, conclude). Pri)vincial and vulgar. 

Restive (for restless). Restive signities stubljorn, unwilling to move, 
balky. 

Remember (for recollect). We remember without etfort. Recollect 
with some exertion. 

Retire (for to go to bed). A vidgar Init unfortunately very common 
euphemism. 

Reverend (for the reverend). 'I'he article is absolutely required. 

Right (for obligation). "The cars have as good a. right to be stopped 
as the carriages."* 

Rise up (for rise). "He rose up and left the roouL" 

Sabbath ( for Sunday ) . Sunday is the name of the day, while Sab- 
bath is the name of an institution. 



LESSON FOURTEEiNT. 

Com moil J Hstakcs . 

Shall and AVill. Shall, in an atlirmative sentence, in the first per- 
son, and iriJ] in the second and third persons, merely announce future action. 
Thus, "I sha]] go to town to-morrow." "1 ^7;r(// wait for better weather." 
"We iihaU be glad to see you." "T .'<]inTI soon l)e twenty." "We .^hrtlJ set 
out early, and ,s7)fl// try to arrive i)y noon." "You /fill lu' ])leased." "You 
icill soon l)e twenty." "You irill find liini hoiK^st." "He icill go with us." 

Shall, in an ailirmative sentence, in the second and third person. 
announces the speaker's intention to control. Thus, "You shall hear me 
out." "You shall go, sick or well." "He shall be my heir." "They shall 
go, whether the\- want to go or not." 

160 



COMPOSITION. 

Will, in tlic (irst ])ci-s()iu expresses ;i iiroiiiise, iumounoi's tlie s})i'<iker"s 
intention to eoiitvol. proelaiiiis a detenninat ion. Thus, *'l irill \ I promise 
to I assist you." "I irlll |I am determined to | have my riuht."" "We ///// 
[we promise to | eome to nou in the morning." 

Shall, in an interroiiative sentence, in the fii'sl and thii'd person, eon- 
yidts the will or jiidj^inent of another; in the second ])ei"son, it iiKpiires con- 
cerning the intention or future ai-tion of anothei'. Thus, ">7/r/// L g-o with 
you?" "When .s7k;/7 we see you again ?"" "Wlu'w slinll I receive it?" ''When 
shall I get well?" "When shall we get there?" "'Shall he come with us?" 
"Shall you demand indemnity?" "'Shall you go to town to-morrow?"-^ "What 
shall you do ahout it ?" 

Will, in an interrogative sentence, in the second ])erson, asks concerning 
the wish, and, in the third person, concerning the ])urpose or future 
action of others. Thus, '"Will yo\i have an apple?" "Will you go with me 
to my uncle's?" "11^7/ he he of the party?'' "1177/ they be willing to 
receive us?" "When irill lie he here?" 

Will cannot he used interrogatively in the first person singular or plural. 
We cannot say, "Will I go "f" "'Will I hel|) you ?" ""Will I be late ?" ""Will 
we get there in time?" "Will we see vou again soon?" 

Official courtesy, in order to avoid the sendilance of compulsion, con- 
veys its commands in the i/ok irill form instead of the strictly grammatical 
you shall form. It says, for example, "Vou will proceed to Key West, where 
you will find further instructions awaiting vou." 

A clever writer on the use of shall and irill says that whatever concerns 
one's beliefs, hopes, fears, likes, or dislikes, cannot be expressed in conjunc- 
tion with I irill. Are there no exceptions to this rule? If I sav, "I think I 
sJiall go to Philadelphia to-morrow," I convey the impression that my going 
depends upon circumstances l)eyond my control ; but if I sav, ''I think I irill 
go to Philadelphia to-morroAr." I convey the impression that mv <i-oing 
depends u])on circumstances within my control — that mv going or not de- 
pends on mere inclination. We certaiidy must say, "I fear that I shall lose 
it:" "I hope that I shall be well:" "I belie\-e that I shall have the ague:"' 
"I hope that I shall not be left alone:" "I fear that we .^hall have bad 
weather:" "I shall dislike the country :" "1 shall like the performance." The 

161 



NORMAL COURSE. 

writer referred to, asks, "How can one say, 'I irill have the headache?' " T 
answer, very easily, as every young woman knows. Let ns see: "Mary, you 
know you promised JoJm to drive out with him to-morrow; how sliall you 
get out of it?"" "Oh, I ?/•/// have the headache!"" We request that people 
tvill do thus or so, and not that they sha]]. Tims, ''It is requested that no 
one will leave the room."' 

Shall is rarely, if ever, used for irill : it is irill that is used for .s7(a//. 
Expressions like the following are common : "Where trill you l)e next 
week?'" "I ivill he at home."" "We irill have dinner at six o'clock."" "How 
irill you go about it?"' "When trill you begin?" "When irill you set out?"" 
"What will you do with it?"" In all such expressions, when it is a question 
of mere future action on tlie part of the person speaking or spoken to. the 
auxiliary must be ,s7(//// and not irill. 

Slioitld and would follow the regimen of sliall and will. Would is 
often used for should ; should rarely for would. Correct speakers say, "I 
should go to town to-morrow if I had a horse." "I should not; I sJiould 
wait for better weather." "We shoidd be glad to see you."" "We shoidd 
have started earlier, if the weather had been clear."" "I should like to go to 
town, and would go if 1 cfndd."" "I would assist you il' T could."" "I should 
have been ill if J had gone."" "I irould I were home again !"" "J should go 
fishing to-day if I were home."" "I should so like to go to Europe I'" "I .diould 
prefer to see it first."' "I should be delighted."" "I should be glad to have 
you sup with me."" "I knew that I should l)e ill.*" "1 feared that I should 
lose it."* "I hoped that I .should see him."" "I tliought that 1 should liave 
the ague."" "I hoped that I should not hv left alone." "I was afraid that 
we should have bad^ weather."" "I knew I should dislike the country." "1 
sliould not like to do it, and irill not [determination | unless compelled." 

Shut to (for shut). "Shut the door to."" 

SOMEWHERES ( for somewlierc ) . "The farmer imd gone out sonu'- 
wheres.'" 

Spakhowgiiass. a con-uption ot asjiaragus. 

Spoonsful ( for spoonfuls). "Two spoonsful [spoonfuls] at bedtime.*' 

Stoppin(4 (for staying). "At what hotel ai'c you stop])ing?" 

Such (for so). "Such an extravagant young man,"" for "So extrava- 
gant a young man."' 

162 



COMPOSITION. 

Thax (for whoii). ''The admiral was hardly in the cliannol than 
[ wlien I hi' was driven t(» sea by tlie storm." 

Tjiink foij ( I'or think). "You will find tliat lie l-cnows more than 
you think for." 

TirosK soirr of tiii.vgs. "I never a]»i)f()vcd of those |tliat] sort of 
things." 

Those who (for tlicy that ). Tliat and those, as demonstrative adjec- 
tives, refer l)ackward. and are not therefore well suited for forward reference. 

To (for at). '"When I was to [at] home." 

Try and (for tiw to), "f will try and | to | eomo to-morrow." 

Uniqik (for beautiful). A tinno,- is unique wlien it is the only one 
of its kind, whether it is good or bad, ugly or beautiful. 

Vexgeance (for revenge). Vengeance should never he ascribed save 
to God or to men acting as the executors of his righteous doom. 

Vulgar (for immodest). The word vulgarity was formerly thought 
to mean indecent; now it simply means bad manners. Vulgar people are 
low, mean, coarse, plebeian, no matter where the wheel of fortune has placed 
them. 

Warn't (for wasn't). Heard only as a vulgarism. 

Was (for is, of general truths). "Truth is eternal." In the expres- 
sion of general and necessary truths the present tense is to be preferred to 
the past tense. 

Ways (for way).. '"He was a long -ways [way] behind." 

What (for that). "I don't know but what [that] 1 shall go." 

Which (for that). "She would be all which [that] the emperor could 
desire." 

\ViD()\v wo.MAX (for widow). Uselessly redundant. 

You WAS (for you were). You takes the plural form of a veri). 

LESSO^^ FIFTEEN. 

EXERCISES. 

What is meant by parnplifdsinii? 
Send to us a paraphrase of any popular poem. 

163 



NORMAL COURSE. 

LESSOX SIXTEEN. 

Hints on Writing Good Knglisii. 

Avoid stiifness in sentences, provincial ism and slang, exaggeration, 
tautology, the use of the present partici})le, hackneyed expressions, long 
words, unusual compounds, the split infinitive. Cultivate simplicity, brev- 
ity, and naturalness. 

EXERCISES. 

1. Mention some of the ])]'incipal forms of prose composition. 

2. Distinguish between an ovation and an address. 

3. Distinguish between a discourse and an oration. 

4. Define e.vordiiim. peroration. 

5. How does a treatise ditfer from an essay? 
(i. What is a memoir? 

7. Define autobiography. 

(S. Of what value is the dictionary in ac(|uiring a vocal)ularv? 

!'. What authors shonld you study for styte? For a vocabulary? 

10. What constitutes a brilliant conversationalist? 

11. Why is the practice of reading aloud desirable? 

12. Why should we make a practice of memorizing good literature? Of 

expressing our best thoughts in Meriting? 

13. Why >;hould we never talk below our very best? 

14. Should students be good listeners? Explain. 

LESSSOX SEVENTEEN. 
Eeproduce Whittier"s "Snow-Bound." 

LESSON EIOPITE E X . 

Send to us. for criticisui. one of your l>est essays. It should contain 
not fewer than five hundred words. 

164 



PENMANSHIP. 



From the teacher's standpoint. Slant and Vertical. 



Text-hooks reconiimiided for stiidv or reference : 

Spencerian Theory of Penmanship ?o-25 

For books on Vertical Writing', see Syllabus. 



PENMANSHIP. 



LESSON OXE. 

Tliis course is based on the Spencerian System of Penmanship. 
There are four different movements in writing ; tint^er, forearm, com- 
bined, and whole arm. 

1. Is Xhe Jingcr movement adequate for practical writing? Explain. 

2. What are the advantages of tha fotraini moxement ? 

3. The combined mo\ement is considered the best for practical writing. 

Describe it. 

4. In what kind of writing is the whole arm movement used? 

5. Describe the right side position at the desk. 

6. Describe the front position at the desk. 

7. Which do you prefer? Gi\'e reasons. 



LESSOX TWO. 

1. A correct manner of sitting at the desk and of holding the pen ha\'e 

much to do with the progress of the student toward becoming a 
ready writer. To what points must the student gixe special atten- 
tion ? 

2. Why should the position be such as to enable the student to use his 

hand and pen freely ? 

3. What is '" penman s paralysis'' ? 

4. What causes it ? 

5. A light o\er the left shoulder or from abox'c is- regarded the best. 

Explain. 

6. W'hen is a ''front /io/ii^' unf)bjectionable ? 

7. Wh)' are "cross lig/iis" anti lights from the right objectionable? 

167 



NORMAL COURSE. 



LESSOX THREE. 



1. How should the pen be held? 

2. Why should it be held lightly ? 

3. What is the hand's s/idiiio- rest f 

4. What is meant by the vmsnilar or arm rest ? 

5. In beginning new lines in writing, should the position of the arm be 

changed, or should the paper be mo\ed upward ? 

6. In writing across the page, which should be changed ? 

7. Why should the shifting of the rest occur between words and not in 

the midst of one? 

8. What do you consider essentials to good writing? Explain. 

LESSON FOUR. 

1. What is the object of movement exercises? 

2. Should drill-lessons be gi\en to pupils before they are permitted to use 

copybooks? Exjilain. 

3. Should short movement-dn7/s precede each lesson ? 

4. Should pupils of the same grade write in concert ? Why ? 

5. Are there advantages in having them mo\'e to counting? Explain. 

6. Send samples of five different movement exercises. 

7. The tendency of primary pupils is to make v/riting a drawing exercise. 

Explain. 

8. How would you break up such habits? 



LESSON FIVE. 

1. About how much of the recitation ])eriod would you gi\e to moveineiit- 

dril/s f 

2. How much time each day should a student gi\ e to practice, in order to 

become a good penman? 

3. What is the best tune during the day for the writing exercise? 

Explain. 

4. Why do some pupils write better w hen in intermediate grades than in 

high school classes ? 

168 



rENMAXSIHP. 



5. Has the cheap tablet aiivthim; lo do u itli it ? 

6. How would you correct tlu' r\ il ? 

7. \\']iat attention should \k- paid to ^ood materials for writing? 



TJvSSOX SIX. 

How many kinds of lines are used in writing? 

How should straight lines he made ? 

Illustrate horizontal and oblique or slanting lines 

4. Illustrate a right curve. A left cur\e. 

5. By what are angles measured? 

6. Why is the slant of 52 degrees called the " w^/;/ s/avf" ? 

7. What is the measure of the connecti\e slant? 



LESSON SEVEX. 

1. What is analysis of letters? 

2. What is meant b\' spaci)i_^ ? 

3. What is shadino f 

4. Is it an essential element in penmanship? 

5. How many kinds of sliaded strokes in writing? Illustrate. 

6. Illustrate unitino by aiiq;/i\ by tiDii, h\ s/iorl ////;/, by broad ox oval 

turn. 

7. Make the figures. 

8. Explain your ideal method of teaching penmanship. 



LESSOX EIGHT. 

1. What is the unit for measuring letters and figures, in medium standard 

writing ? 

2. Illustrate the different kinds of ovals in w ritinyf. 



What are principles ? 
Illustrate the se\en ])rinciples. 
Name them. 

Which princi()les are used in making the small letters? 

169 



NORMAL COrRSE. 

LESSOR NIXE. 

1. What are the different classes into which small letters are divided? 

2. Name the thirteen short letters. 

3. What two short letters are more than one space high ? 

4. What is the base line / 

5. Write the thirteen short letters, using dotted lines to show height and 

width. 

6. Analyze r and s. 

7. Write the semi-extended letters, using dotted lines to show height and 

width. 

8. Analyze them. 

LESSON TEN. 



Name the loop or extended letters. 

Make these letters, giving correct height and width. 

Analyze them. 

Where should the / be crossed ? 

How should the / be dotted? 

At what point above the base line does small c cross? 

At what point does / cross ? 

Analyze q andy. 

LESSON ELEVEN. 

Make the principles which form the prominent parts of capital letters. 

How manv spaces high are capital letters? 

How far below the base line do the capitals z, y, andy extend ? 

Write the direct oval capitals. 

Write the reversed oval capitals. 

Write the capital stem letters. 

Write the stem oval capitals. 

LESSON TWELVE. 

1. Make, measure, and analyze D E C. 

2. Make, measure, and analvze the capitals in which the rexersed o\'al is 

the most prominent principle. 

170 



PEXMAXSHIP. 



3. How is the sixtli principU- modified in capitals / / /" f }'/ 

4. Make, measure, aiui analyze these capitals. 
T. ^hd•:e, measure, and anaK/t- M X .1 7" /•'. 



Livssox 'riiiirrREN". 

\ 'oiical Pc)n)ta)isliip. 

This course is based on the Natural S\-stcm of X'ertical Writing, i)ul)- 
lished in- D. C. Heath (X; Co., Boston, New N'ork, Chicago. 

Copv hooks ma\'l)e purchased through dealers or directh- from the pub- 
lishers, at 75 cents per dozen. Teachers' Ahuiual, 25 cents. 

Instructi\e literature on \ertical writing may be procured free of charge 
h\ writing the publishers. 

Describe the position at the desk for xertical writing. 
How many different movements ma\' be emploved ? 
Describe the forearm mo\ement. 

4. Describe the combined mo\ement. 

5. Describe the correct manner of holding the pen and hand for vertical 

writing'. 

LESSOX FOURTEEN. 

\'ertical penmanship should stand on what degree of slant? 

Tell how manv kinds of lines are used. 

What is your opinion in regard to guide line for primary practice ? 

How high should the loop letter be written ? 

How high should small letters be written? 



LESSOX FIFTEEX. 

1. What can vou sav in faxor of \ertical writing ? 

2. In regard to height, into how many classes may the small letters be 

divided ? 

3. In what position would \-ou place the paper for \ertical writing? 
\. Make and measure small letters one space in height. 

5. What is your opinion of blackboard drills for young pupils? 

171 



KORMAL COURSE. 

T.ESSOX SIXTKKX. 

In \'ertical writing should the round turns be made broad or short? 
Make the small letters two spaces long'. 

3. Make the small letters three spaces in length. 

4. How many spaces hig^h are capitals made ? 

5. What is your opinion of the relative speed of vertical and short writ- 

ing' ? Give reasons for Aour answer. 



L E 8 S X S 1^: \^ E X T F. K X. 

1. What kind of a pen and holder would you recommend for vertical writ- 

ing ? 

2. How many capital letters are three spaces in length ? 

3. Should writing in school l)e treated as a means or an end ? 

4. At what grade should mo\ement be taught? 



LESSON EIGHTEEX. 

1. Mention the characteristics of good w riting. 

2. Do vou think the |)rimary copies should be larger in form than advanced 

copies ? 

3. Should primary copies consist of words as a whole, letters, or prin- 

ciples ? 

4. What is vdur opinion of having illustrations with word practice? 

5. At what grade should the pupil be given special drills for speed ? 



172 



LETTER WRITING. 

Practical exercises in writing letters, notes, cards, etc. 

Text-hooks reLomnietiJed for stiidv or reference : 

Hinds and Noble's New Letter Writer, $0.75 

Williams and Rogers' Correspondence, • .55 

Letter Writing — Loomis, -75 



LETTER WRITING. 



LESSON ONE. 

1. Medium pointed pens and black ink are recommended for correspond- 

ence. ExpUiin the advantages" of each. 

2. Why should strong' colors be avoided in selecting paper used in letter 

writing? Why should the paper be of good quality ? 

3. For social correspondence, what is known as note paper is almost uni- 

versally used. This is oblong in shape, usually unruled, and is 
generally furnished in three sizes. All have four pages to the sheet. 
What are the names of these three sizes ? 

4. What are the sizes of paper most used in business correspondence ? 

Directions for Folding- Inciters. 

Envelopes should correspond with the paper in color and style and be 
adapted to its size. For social letters an envelope that will admit the paper 
in convenient folds should be used. Where the sheet is folded but once, 
the en\elope is nearly square ; where it is folded twice, the en\'elope is 
oblong. 

For business letters, oblong en\ :»lopes are used, and they are a little 
larger than the paper after the letter has been folded correctly. 

For square envelopes only one fold should be necessary. 

In order to fold note paper correctly, the width of the paper should be 
less than the length of the envelope. Fold twice ; first, from the bottom 
upward, and then from the top down so as to make the paper, as then 
folded, a little smaller each way than the envelope. 

To fold a sheet of letter paper for an en\elope, fold from the bottom 
upward, so as to make the sheet, as then folded, a little shorter than the 
envelope ; then fold equally from the right and the left, so that the Sheet as 
finally folded will be almost as wide as the envelope. 

175 



NORMAL COURSE. 

The manner of folding a letter sheet is illustrated below. 




Cap paper, such as foolscap antl legal cap, should nexer be used for 
business or social letters. If necessary cut down the caj) paper ti) letter or 
note size. 

For official communications, legal documents, etc., use official envelopes 
— usually about nine inches long. 

In sending letters that are called for in this syllabus, select suitable paper 
and envelopes from the supply that is furnished, paying particular attention 
to the folding. 



LE8S0X TWO. 

1. What is a letter? 

2. Distinguish between private and public letters. 

3. What are business letters ? 

4. Name five different kinds of social letters. 



176 



Address. 



Saliitation. 



Marg:iii. 



LETIKK \VI{lTIN(i. 
SKELKION LKTTEK. 



Heading. 



Bodv. 



Bodv. 



Complimentary close. 



Signature. 



LESSON THKEE. 



The heading may occupy one, two, or three hues, but it should never 
occupy more than three. 

forms. 
Albany, N. \'., Jan. 2, 1901. 

35 Tremont Avenue, 

Davenport, Iowa, Dec. 5, 1900. 

Cleves, Hamilton Co., Ohio, 

September 2, 1901. 
177 



NORMAL COTTRSE. 

Box 15, 

Dickinson, N. D., Sept. 30, 1900. 

Har\'ard University, 

Cambridge, Mass. , 

5 October, 1901. 

26 Broadway, N. Y. , 

August 31, 1 90 1. 

When the address and date are placed at the close of the letter, they 
should begin on the next line below the signature, near the left of the page. 
In busmess letters the address and date are always written at the top. 

Very truly, 

John Manning 
73 Dartmouth St., 

Springfield, Mass., Oct. 3, 1901. 

EXERCISES. 



Write the following headings, arranging and punctuating them correctly. 
Salem Mass Dec 10 1899 

68 Ashland Boulevard Chicago 111 Feb 6 1900 
Mount Joy Scott Co Iowa Jan 11 1901 
University of Michigan Ann Arbor May 15 1901 
Write a ctjrrect heading of a letter from your home. 



LESSOX FOUR. 
Forms. 



Mr. John Jordan, 

Derby, Conn. 

Dear Sir, — 

Kelley & Graham, 

100 Wabash A\e. , 

St. Paul, Minn. 
Gentlemen : — 



178 



LKTTKK WUlTlNfi. 

S. W. Mariner, Esq., 

Prest. Board of Education, 

Kno.wille, Tenn. 
DearSir: — 

Miss Murifl Kinnev, 

Jamestown, So. Dak. 

Dear Madam : — Vour order, etc. 

Mrs. Mary White, 
Rutland, \'t. 

Dear Madam : — Please accept, etc. 

EXEIICTSKS. 

Write the following headings, addresses, and salutations, arranging and 
punctuating them correctly. 

1. June lo 1901 50 So Washington A\e Minneapolis Minn John J 

Oaks &: Co Denver Colorado 

2. Write a letter to the president of the school board of New Albany, 

Ind., applying for a position as principal of a ward school. 

3. Write the heading, address, and salutation of a letter from v(jurself to 

your mother, brother, or sister. 

LESSOX FIVE. 

Common forms of complimentary close used in business letters. 
Trul)-, Respectfully, 

Yours truly. Very respectfully. 

Yours very truly, Yours \-ery respectfully. 

Sincerely, Faithfully yours, 

Sincerely yours, Praternall}' yours. 

For .wr/^?/ letters, a \ariety of forms might be gi\en ; such as, ' ' .Affection- 
ately," ''^'oln• friend," " ^'our loxing father," "Ever yours," " \'ery 
cordiall}- yours," c'tc. 

(^^r/<?/ letters have a more formal close than any others ; as 
I ha\ i- the honor to be (or remain ) 

Your obedient servant, 

179 



NORMAL COURSE. 



Box i6s. 



Introducing 

Mr. C. H. Wilco.x. 



Stark Co. 



LESSOK SIX. 

Superscription s . 

Miss Margaret Adams, 

Providence, 

R. I. 

Hon. Benjamin Bromwell, 

Wasliington, 

^ D. C. 

William Jackson, Esq., 

30S St. James Ave., 

Boston, Mass. 

The Evening Times, 

South Heart, 

No. Dakota. 



EXERCISES. 

Write the following envelope addresses : 

1. Mr E S Scott \'assar Michigan 

2. John DeWitt D D Brown's Hotel Denver Colo Please forward 

3. Dr E D Simons care of Roberts & Co Harrisburg Pa Personal 

4. Mrs. Mary Tibbitts San F'rancisco Cal Transient 

5. Miss Lelah Smith 1005 Union Ave East Portland Oregon Deliver to 

addressee only 

6. Mr R H Johnson Billings Montana After one week P M will please for- 

ward to Anaconda Montana 

7. Jones and Bratlley Clothiers about 600 Broadway N Y 

8. George Caldwell Augusta Me General Delivery Not a resident 

g. Mr and Mrs John P Blair 62 Ashland Place Kindness of L H Farnier. 



LESSON SEVEN. 

Notes are sometimes classified as formal and informal ; the former in- 
cludes business notes and social notes, and the latter, short letters of 
friendship. Social notes should be written in the third person. 

180 



LETTKK WHITING. 

Spi'ciDicns. 

Mr. and Mrs. Cirant S. Hager request the pleasure of your conipan\ , on 
Tuesday evening, June seventeenth, h'om nine to eleven o'clock. 
1048 Myrtle A\enue. 

Mr. and Mrs. Thompson regret that a i)revious engagement will prevent 
their acceptance of Mr. and Mrs. Hager' s invitation for Tuesday evening. 

Elmwood, 

\\'ednesda\-, June 11. 

Mr. Kelsey accepts with j^leasure Mr. .Monroe's invitation for the jtli 
inst. 

Mr. Babcock presents his compliments to Miss Holmes, and begs her to 
accept this little remembrance, with his best wishes for the New Year. 
65 Courtland St., 

Jan. I, 1899. 

Mrs. Pomeroy requests the pleasure of Miss Burnett's company, on 
Thursday evening, at a little gathering in honor of Miss (^retne. 
265 Drexel A\enue, 

Monday, June 19. 

EXEltCISF.S. 

1. Write a formal note, inviting a friend to take tea at your home. 

2. Write a note to a relative, returning thanks for a present. 

3. Send a Christmas greeting to a friend. 

4. Decline an invitation to accompany a friend to the theater. 

LESSON EIGHT. 

Cards. 

Cards may be divided as follows : visiting, ceremonial, professional 
and official, and business. 

1. Mention five proper uses of a visiting card. 

2. What may be given on visiting cards ? 

3. Under what circumstances may titles appear on \-isiting cards? 

4. What are ceremonial cards? How should they be used? 

181 



NORMAL COtlRSE. 

5. Write a correct form for a betrothial card. 

6. What are professional and official cards? How may they be used ? 
Siipvrscn'ptions. The following miscellaneous titles for use in addressing 

letters or notes of in\'itation cover the ordinary held of superscriptions : 
His Excel leiicv and Mrs. W'^illiani McKiiilev ; (Governor and Mrs. Roger 
Wohott : Hon. and Mrs. Melville W. Fuller: Pr. and Mrs. G. A. Had- 
ing: Mr. and .Mrs. .S. T. Arnold: Rev. and Mrs. J. P. Lytto)i : Professor 
and Mrs. George T. Martin. 

LESSON NINE. 

Mi sec dla neons }Iin Is . 

1. E.xcrcise good taste in selecting paper, en\elopes, and ink. 

2. Be neat. Culti\ate a neat handwriting, without flourishes or oddities of 

any kind. Co[)\- and recopy if necessary. Fold your letter neatly. 

3. Be careful as to arrangement, pinictuation, spt'lling, and grammar. 

4. Be prompt in answering letters. 

5. Be definite, covu'teous, and natvu'al in vour composition. 

6. Always read vour letters carefully before sending them. 

7. Do not use tlu- sign it before the number of the house or of the post 

office box. 

8. Postal cartis are not intended for friendly correspondence but for brief 

business notifications. 

KXKKCISES. 

Write a letter containing not fewer than 100 words in the body. Send 
it to us for criticism. 

LESSON TEN. 

Abbreviations in General Use. 

A. B. .Artintn Baeealanreus, Bache- Acad. Academy. 

lor of Arts. Acct. Account ; Accent. 

Abp. Archbishop. A. D. Anno Domini, \n \.\\q yQ-AV oi 

Abr. Abridgment. oiu'l.ord. 

A. C. Ante Christum, before A. D. C. Aide-de-camp. 

Christ ; Arch-Chancellor. Ad. Advertisement. 

1«2 



LETTKR WUITINC. 



Adj. Adjective. 

Adjt. Adjutant. 

Adjt. -Gen. Adjutant-^rneral. 

Ad lib. Ad libilitiu , at pleasure. 

Adm. Admiral ; Adniiraltw 

Admr. Adniinistrator. 

Adm.x. Administratri.x. 

Ad\-. Adxerh : AcKent ; Adver- 
tisement. 

^^Et. .Etatis, of age ; aged. 

Agr. Agriculture. 

Agt. Agent. 

Ala. Alabama. 

A. M. Anno »iii]idi. In the year of 
the world ; Artiuni Magistcr, 
Master of Arts ; Ante Meridiem, 
Before noon, morning. 

Ang. Sax. Anglo-Saxon. 

Anon. Anonymous. 

Ans. Answer. 

A. R. A. Associate of the Royal 
Academy. 

Arab. Arabic, or Arabia. 

Ariz. Arizona. 

Ark. Arkansas. 

Attv. Attorney. 

Atty.-Gen. Attorney-General. 

A. U. A. American Unitarian As- 
sociation. 

Aug. August. 

H. A. Bachelor of Arts. 

Bal. Balance. 

Bart, or Bt. Baronet. 

Bbl. Barrel. 

B. C. Before Christ. 

B. C. L. Bachelor of Civil Law. 

B. D. Bachelor of Dixinitv. 

B. E. Bachelor of the Elements. 



1). M. Jiachelor of .Medicine. 
B. Mus. Bachelor of Music. 
Brig. -Gen. Brigadier-Cieneral. 
Bro.. Bros. Brother, Brothers. 
B. .S. Bachelor of .Science. 
B. \'. Blessed X'irgin. 

B. \. M. Blessed \'irgin Mary. 

C. , Ch. or Chap. Chaj^ter ; Consul. 

C. or Cent. A hundred, Centum. 
Cal. California : Calends ; Calen- 
dar. 

Caps. Capitals. 

Ca{)t. Captain. 

Capt. -Cjen. Captain-General. 

C. E. Ci\'il Engineer ; Canada East. 

Cel. or Celt. Celtic. 

C. H. Court-house. 

Chap. Chapter ; Chaplain. 

Chron. Chronicles. 

Clk. Clerk. 

C. M. Common Meter. 

C. M. G. Companion of the Order 
of St. Michael and St. George. 

Co. Company ; County. 

C. O. D. Cash ( or collect ) on de- 
li\erv. 

Col. Colonel ; Colossians ; Colo- 
rado. 

Colo. Colorado. 

Con. Against; In opposition ; Con- 
tra. 

Conn, or Ct. Connecticut. 

Cor. Sec. Corresponding Secre- 
tary. 

Cr. Creditor ; Credit. 

Ct. , cts. Cent., Cents ; Connecticut. 

Cut. Hundredweight. 

d. Penny or Pence. 



183 



NORMAL COURSE. 



D. C. District of Columbia. 

D. C. L. Doctor of Ci\il Law. 

D. D. Doctor of Divinity. 

D. D. S. Doctor of Dental Sur- 
gery. 

D. E. Dynamic Engineer. 

Dec. December ; Declaration. 

Deft, or Dft. Defendant. 

Del. Delaware ; Delegate. 

Dept. Department. 

Deut. Deuteronomy. 

Disc. Discount. 

Dist. - Atty. District- Attorney. 

D. M. Doctor of Music. 

D. M. D. Doctor Dental Medicine. 

Do. The Same, Ditto. 

DoL. Dols., $. Dollars. 

Doz. Dozen. 

Dr. Debtor ; Doctor. 

Eccl. Ecclesiastes. 

Ed. Editor ; Edition. 

e. g. or ex. g. For example, Exempli 
gratia. 

Eng. England ; English. 

Ep. Epistle. 

Eph. Ephesians ; E]jhraim. 

Esq., Esqs. Esquire, Esquires. 

et al. And others, Et alii. 

etc. or &c. And other things ; And 
so forth. 

et seq. And what follows, Et sc- 
qucntia. 

Ex. Example. 

Fahr. F"ahrenheit. 

F. A. M. Free and Accepted Ma- 
sons. 

F. A. S. Fellow of the Antiquarian 
.Society. 



fcap. or fcp. Foolscap. 

F^eb. February. 

Fig. Figure ; Figurative. 

Fla. Florida. 

F. R. A. S. Fellow of the Royal 
Astronomical .Society. 

F. R. C. S. L. Fellow of the Royal 
College of Surgeons, London. 

F. R. G. S. Fellow of the Royal 
Geographical Society. 

Fri. Friday. 

F. R. S. Fellow of the Royal So- 
ciety. 

F. R. S. E. Fellow of the Royal 
Society, Edinburgh. 

F. S. A. Fellow of the Society of 
Arts. 

Ga. Georgia. 

(jal. Galations ; Gallon. 

Gen. Genesis ; General. 

(}oth. Gothic. 

Gov. Governor. 

Gov. -Gen. Governor-General. 

H. B. M. His or Her Britannic Maj- 
esty. 

Heb. Hebrews. 

Hhd. Hogshead. 

H. R. House of Representatives. 

H. R. H. His or Her Royal High- 
ness. 

hi. Iowa. 

lb. or ibid. In the same place. 

Id. The same. Idem. 

i. e. That is, /(/ est. 

I. H. .S. jesus the .Sa\iour of men. 

111. Illinois. 

incog. Unknown, Ineognito. 

Ind. Indiana ; Index ; Indian. 



184 



LETTEIt WKlTINd. 

Ind. Ter. Indian Tc-nitoi}-. I. N. R. I. Jesiis of XazarL-th, 
Indef. Indclinilc. King of the Jews, 

in loc. In the place ; on the pas- Inst. Instant, of this month ; Insti- 
sage, In loco. tnie. 

LESSON ELEVEK 



Abbreviations in General Use. 



In\-. Invoice. 

I. O. F. Independent Order of For- 
esters. 

I.O.O.F. Independent Order of 
Odd Fellows. 

I. S. M. Jes2is Salvator )mindi, Jesus 
the Saviour of the world. 

Ital. Italic ; Italian. 

Jan. Januar}'. 

J. C. D. Juris Civilis Doctor, Doctor 
of Civil Law. 

J. D. Jiiruni Doctor, Doctor of Laws. 

J. P. Justice of the Peace. 

Jr. or Jun. Junior. 

J. U. D. orJ.V.D. Juris utritisqne 
Doctor, Doctor of both Laws (of 
the Canon and the Civil Law). 

Jul. July ; Julius. 

Kas. Kansas. 

K. B. King's Bench ; Knight of 
the Bath. 

K. C. King's Counsel ; Knight of 
the Crescent, in Turkey. 

K. C. B. Knight Commander of the 
. Bath. 

K. (i. Knight of the Garter. 

K. G. C. Knight of the Grand Cross. 

K. G. C. B. Knight of the Grand 
Cross of the Bath. 



Knt. 


Knight. 


Ky. 


Kentuckv. 


Lev. 


Le\-iticus. 


Lex. 


Lexicon. 


L. I. 


Long Island. 


Lib. 


Liber, book. 


Lieut. 


Lieutenant. 



LL. B. Legiun Baccalanrens,V>?iQ\-i^- 
lor of Laws. 

LL. D. Leguui Doctor, Doctor of 
Laws. 

loc. cit. Loco citato, in the place 
cited. 

Lond. London. 

L. S. Locus sigilli. Place of the seal. 

Lt. Lieutenant. 

M. Meridics, noon. 

M. Mille, a thousand. 

M. or Mons. Monsieur, Sir. 

M. A. Master of Arts. 

Maj. Major. 

Maj. -Gen. Major-( General. 

Mar. March. 

Mass. Massachusetts. 

Math. Mathematics ; Mathema- 
tician 

Matt. Matthew. 

M. B. Medicines Baccalaureiis, 
Bachelor of Medicine. 



185 



XORMAL COURSE. 



M. B. Miisica' narcalanrnis. Bache- 
lor of Music. 

M. C. Member of Congress. 

Mch. Marcli. 

M. D. Ulcdicinw Docior, Doctor of 
Medicine. 

Md. Maryland. 

Mdlle. or Mile. Mademoiselle. 

Mdse. Merchandise. 

M. E. Methodist Episcopal ; Mili- 
tary or Mechanical Engineer. 

Me. Maine. 

Mech. Mechanics, or Mechanical. 

Med. Medicine. 

Mem. Memorandum. Mennnifo, re- 
member. 

Messrs. or MM. Messieurs, Gentle- 
men. 

Mex. Mexico, or Mexican. 

Mich. Michigan. 

Minn. Minnesota. 

Miss. Mississippi. 

MM. Their Majesties ; Messieurs, 
Gentlemen ; Two Thousand. 

Mme. Madame. 

M. M. S. S. Massaehusctte)isis Medi- 
cirice Soeieiatis Soeiiis, Fellow of 
the Massachusetts Medical So- 
ciety. 

Mo. Missouri ; Month. 

Mon. Monday. 

Mons. Monsieur, Sir. 

Mont. Montana. 

M. P. Member of Parliament ; Met- 
ropolitan Police. 

M. P. P. Member of Provincial Par- 
liament. 

Mr. Mister. 



M. R. A. S. Member of the Royal 
Asiatic Society ; Member of the 
Roval Academy of Science. 

M. R. C. C. ^lember of the Royal 
College of Chemistry. 

-M. R. C. S. Member of the Royal 
College of Surgeons. 

M. R. G. S. Member of the Royal 
Geographical Society. 

M. R. I. Member of the Royal Insti- 
tute. 

Mrs. Mistress. 

M. R. S. L. Member of the Royal 
Society of Literature. 

M. S. Meniori'.c saerum, Sacred to 
the memory : Master of the Sci- 
ences. 

MSS. Manuscripts. 

Mus. B. Bachelor of Music. 

Mus. D. Doctor of Music. 

N. A. North America. 

N. B. New Brunswick : North 
British ; y^ota bene, mark well, 
take notice. 

N. C. North Carolina; New Church. 

N. E. New England ; Northeast. 

Neb. Nebraska. 

Ney. Nevada. 

New Test, or N. T. New Testament. 

N. F. Newfoundland. 

N. H. New Hampshire; New Haven. 

N. J. New Jersey. 

N. Mex. New Mexico. 

No. Ahtmero, number. 

Nol. pros. Nolens prosequi, I am un- 
willing to prosecute. 

Non pros. N^oyi prosequitur. He 
does not prosecute. 



186 



LKITKR WltlTINfi. 

Noil se([. Xo)i scqiiifiir, It doc-snot P. I'-. Protestant F.piscopal. 

follow. P. 1'".. 1. Prince l^^dward Island. 

Nov. November. Penn. Pennsyh ania. 

N. S. New Style ( alter 1752); Nova Per. or pr. \\\ the. 

Scotia. Per cent. /V/' cottuDi , 1)\' the hnn- 
Num. Xnmhers ; Numeral. dred. 

N. \'. -M. Nativity of the Virgin I'har. Pharmacy. 

Mar\'. IMi. I). Philosophiic Baccalaurcus, 
N. Y. New York. Bachelor of Philosophy. 

O. Ohio. Ph. D. Philosophi-.c Doctor. Doctor 
O. K. A slang phrase for ' ' All cor- of Philosophy. 

rect." Pinx. (M- Pxt. Pi)ixit, He ( or she ) 
Oct. October. ]Kiinted it. 

Old Test, or O. T. Old Testament. PI. or Plur. Plural. 

Or.' Oregon. Plff. Plaintiff. 

O. S. Old Style (before 1752). P. M. Post meridiem. Afternoon, 
O. S. F. Order of St. Francis. E\'ening ; Postmaster ; Past Mid- 

Oxon. Oxonicnsis. O.xonii, of Ox- shipman ; Paymaster. 

■ ford, at Oxford. P. O. Post Office. 

Oz. Ounce. Pop. Population. 

Pa. Pennsylvania. P. P. C. Pom- prendre co)igt\ io Xrakf^ 
Par. Paragraph. leave. 

Pel. Paid. Pp. or \)\\ Pages. 



LESSON twp:lve. 

Abbreviations in General l^se. 

Pro tern. Pro tempore, for the time Pub. Publisher ; Publication ; Pub- 
being, lished ; Public. 

Prov. Pro\erbs ; Provt)St. Put. Pennyweight ; Penn)-weights. 

Prox. Proximo, next (month ). q. e. d. Quod erat demonstrandum. 

P. S. Post seriptum. Postscript. w hich was to be pro\-e(l. 

P. S. Pri\ySeal. q. 1. (y/c<?^///^w //7'r/, as much as you 

Ps. Psalm nr Psalms. please. 

Pt. Part ; Pint ; Payment ; Point ; O. M. Quartermaster. 

Port ; Post-town. Or. Quarter. 

187 



NORMAL COURSE. 



q, s. Oi(aut?i))! sufficit^ a sufficient 
quantity. 

Ot. Quart. 

Oues. Question. 

q. V. Quod vide, which see ; quan- 
tum vis, as much as you will. 

R. Recipe, Take ; Regina, Queen ; 
Rex, Kinij ; River ; Rod ; Rood ; 
Rises. 

R. A. Royal Academy ; Royal Acad- 
emician ; Royal Arch ; Royal Arca- 
num ; Royal Artillery. 

Reed. Received. 

Ref. Reference ; Reform. 

Rev. Reverend ; Revelation ( Book 
of ) ; Review ; Re\enue ; Revise. 

R. I. Rhode Island. 

R. M. S. Royal Mail .Steamer. 

R. N. . Royal Navy. 

Rom. Cath. Roman Catholic. 

R. S. A. Royal Society of Antiqua- 
ries ; Roval Scottish Academy. 

R. S. D. Royal Society of Dublin. 

R. S. E. Royal Society of Edinburgh. 

R. S. L. Roval Society of London. 

R. S. V. P. Repondez s il vous plait. 
Answer, if you please. 

Rt. Hon. Right Honorable. 

Rt. Rev. Right Reverend. 

S. A. South America ; South Africa ; 
.South Australia. 

Sat. Saturday. 

S. C. Senaius eonsultuni, A decree 
of the Senate ; South Carolina. 

Sc. Sculp, or sculp. Sculpsit. 
He (or she) engraved it. 

sc. or scil. Namel)-. 

Scot. Scotland. 



Sq. 


in. 


Sq. 


m. 


Sq. 


r. 


Sq. 


yd. 



S. D. Doctor of Science. 

Sec. Secretary ; Second ; Section. 

Sept. September ; Septuagint. 

Seq. Scqueutia, Following. Sequi- 
tur. It follows. 

Serg. Sergeant. 

Serg. Maj. Sergeant Major. 

S. J. Society of Jesus. 

.S. J. C. Supreme Judicial Court. 

S. P. Sine prole, Without issue. 

Sp. Spain. 

Sq. ft. Square foot or square feet. 
Square inch or inches. 
Square mile or miles. 
Square rood or roods. 
Square vard. 

Sr. Sir or Senior ; .Sister. 

.S.S. or ss. Scilicet: To wit. 

St. Saint ; Street ; Strait. 

Stat. Statute. 

S. T. D. Doctor of Sacred Theology. 

Ster. or Stg. Sterling. 

S. T. P. Professor of Sacred The- 
ology. 

Subj. Subjective. 

Subst. Substantive. 

Supt. Superintendent. 

Surg. Surgeon ; Surgery. 

Surg. -Gen. Surgeon-General. 

Sur\-. Sur\eyor. 

Sur\-. -Gen. .Sur\eyor-( icneral. 

Syn. .Synonvm ; Synonymous. 

Tenn. Tennessee. 

Ter. Territory. 

Tex. Texas. 

Th. or Thurs. Thursday. 

Tr. Transpose ; Translator ; Trans- 
lation. 



188 



LETTER WKITINO. 



Trans. Translator ; Translation ; 

Transactions. 
Treas. Treasurer. 
Tues. or Tu. Tuesday. 
Typ. Typographer. 
I'. J. D. llri usque Juris Doctor. 

Doctor of hot h Laws ( Civil and 

Canon ). 
l\ K. United Kingdom, 
ult. Ultimo. Last ; of the last » 

month. 
Unit. Unitarian. 
L^ni\'. University. 
U. S. United States. 
U. S. A. United States Army. 
U. S. A. L^nited States of America. 
U. S. M. United States Mail. 
U. S. IM. United States Marine. 
U. S. M. A. United States Military 

Academv. 
U. S. N. I'nited States Navy. 
U. S. N. A. Ignited States Na\'al 

Academy. 
V . S. S. L'nited States Senate. 
V. or vs. ]^ersJis ; l^ersiculo. 

Against : In such a way. 
\'a. \ irginia. 
\'at. X'atican. 
\'en. X'enerahle. 



\'er. Verse ; Version. 

V^ice. -Pres. or V. P. Vice-President. 

Vise. Viscount. 

viz. or \i. \ Idclicct. To wit ; 
Namely ; That is to say. 

Vo. Verso. Left hand page. 

Vol. Volume. 

\'. R. / Ictoria Rcffiiia. Oueen 
X'ictoria. 

\'. S. X'eterinary Surgeon. 

\"t. X'ermont. 

Vul. Vulgate ( Latin version of the 
Biblej. 

Wash. Washington. 

Wed. Wednesday. 

Wis. Wisconsin. 

Wk. Week. 

X. Ten or Tenth. 

Xmas. or Xm. Christmas. 

Xn or Xtian. Christian. 

Vtl. Yard. 

\'. M. C. A. Young Men's Christian 
Association. 

Y. ^L Cath. A. Young Men's Catho- 
lic Association. 

Yrs. Years ; Yours. 

&. And. 

&c. And the rest ; And so forth ; 
Et colter a. 



LESSON TIIIRTEP]N. 



Letters of Introduction are of two kinds, social and business. They 
should be short and devoid of extravagant eulogy. When delivered to the 
persons introduced, they should l)e unsealed. 

189 



NORMAL COURSE. 

A letter of credit is one in which the writer guarantees the payment of a 
:ertain sum in case the person who asks credit fails to pay. 

EXERCISES. 

1. Write a letter introducing- a friend to a firm in Cincinnati, request- 

ing them to assist him, if possible, in securing a situati(Mi. 

2. Write a letter of credit to a firm in Baltimore, asking that a friend 

be trusted for six months to an amouiU not exceeding one thou- 
sand dollars. 



LESSOX FOURTEEN". 

1. Write a letter applying for a situati<jn as bookkeeper in a manufac- 

turing establishment, gi\ing qualifications, references, and salary 
expected. 

2. - Write a newspaper ad\ertisement for a situation as a clerk. 

3. Answer a newspaper ad\'ertisement. Cut one from a newspaper. 

Send us the ad\'ertisement with \-our answer. 



LESSON FIFTEEN. 

EXERCISES. 

1. Write a letter of recommendation for a faithful employee. 

2. Write a letter ordering ten different kinds of books. 



LESSON SIXTEEN. 

EXERCISES. 

1. Write a letter inclosing an invoice of groceries. 

2. Write a letter to a firm, inclosing your check for twenty dollars to 

apply on account, and asking for time on the balance. 

190 



LKTTEH WRITING. 



LESSON SEVEN TEEx\. 



EXEKCI.SES. 



1. Write a courteous letter to a customer who is behind with his pay- 

ments, asking for a settlement by note or l^y cash. 

2. Write a business tele"ram. 



LESSOX EIGHTEEN. 

KXEUCISES. 

1. Write a letter of congratulation to a Iriend who has recei\ed a lucra- 

tive position. 

2. Write a short communication for the newspapers. Select \-our 

subject. 



191 



ARITHMETIC. 



A study of general principles, with practical drills, and 
helpful suggestions. 



Text-books recommended for study or reference : 

Wentworth's Practical Arithmetic, S0.65 

New Franklin Arithmetic (Second Book), .65 

Standard Arithmetic (Milne), -65 

American Comprehensive Arithmetic (Bailey), .65 

White's New Complete Arithmetic, .65 

Walsh's Grammar School Arithmetic, -65 

Ray's New Practical Arithmetic, -50 

Greenleaf s Complete Arithmetic, -75 

Robinson's Complete Arithmetic (Fish), , -75 



ARITHMETIC. 

LESSO?^ OKR. 

Fundanitutal Operations. 

1. Define arithnieiic. 

2. Distinguish between /)//'/v' and tz/y^Z/Vv/ arithmetic. 

3. What are the fundannntal operations of arithmetic ? 

4. What is notation f 

5. What is junneralion f 

6. What kind of numbers only can be added ? 

7. What kind of numbers must the minuend, subtrahend, and remain- 

der be ? 

8. What kind of a number must the multipHer be? What kind of a 

number will the product be ? 
g. What are the principles of (li\ision ? 

10. What are the proofs for accuracy in addition, subtraction, multiplica- 

tion, and division of integral numbers? 

11. Explain the short mdhod of dividing' by 33J3, 20, 25, i6;3, 14 f, 

12I2, 813, 6I4. 

12. What are the factors of a number? 

13. Distinguish between />;■/;;/<■■ and eoinposite \\v\\v\iQiXS. 

14. What is eaneellation f 

15. What is the advantage of cancellatinn ? 

16. On what principle does cancellation dc])end? 

17. The factors of a dividend are 20, 25, 32, 18, and 21 • the di\'isors 20, 

40, 36, and 3. Re(|uirc(l the (juotient. 

18. I exc-hanged 20 pieces of clotli of 25 yards cacn, at 5 cents a yard, for 

tirkins of l)utter of 25 pounds each at 25 cents a pound. How 
man)- tirkins of butter did 1 rcccixc ? 
ig. What is the quotient of 45 X 52 x 6n di\ided by 13 x 27 x 60 ? 

20. What is the quotient of 7 x 11 X 15 x 18 divided by 5 x 7 x 9? 

21. What are the prime factors of 1365 ? 

195 



NORMAL COURSE. 

LESSOX TWO. 

Measures and Multiples. 

1. V\[\vAt\s t\\Q greatest eouiDion iiieasitre oi two or more numbers ? 

2. What factors does it contain ? Illustrate. 

3. What factors does the least eoiuuton multiple of two or more numbers 

contain ? Illustrate. 

EXERCISES. 

I. Find the greatest common divisor of the following : 25, 35, 1 10, and 
180. 
Find the greatest common divisor of the following : 374, 2295. 
Find the greatest common dixisor of the following : 576, 144, 720. 

4. Find the greatest common divisor of the following : 6S70 and 8473. 

5. Find the least common multiple of 36, 45, 54, 63. 

6. Find the least common multiple of 2, 19, 38, 76. 
Find the least common multiple of 2, 3, 4, 5, 6, 7, 8, and 9. 
Find the least common multiple of 150, 175, 200. 
What is the least number of )ards of carpet in a roll that can be cut 

into lengths of 12 yards, 15 yards, or 20 vards ? 



LESSON THREE. 

Coimuon Fractious. 

1. What is ?i fractional unit f 

2. Name the different kinds of common fractions. Give an example of 

each kind. 

3. What does the denominator of a simple fraction show? 

4. What does the numerator show ? 

J. Explain the rule for di\iding one fraction by another. 
6. Give the principles used in fractions. 

EXERCISES. 

1. Multiply \^ by \ o\ ^\. 

2. Reduce —-^ to its simplest form. 

196 



ARITHMETIC. 

Change 192*^ and \^% to decimals. 

'2 "^ '- '2 '"^ X I Jr 

Reduce to tlie simplest form: ^ — -, , — j-^, • 
^ 500 f\ of 8i 

What is the value of , ,^ - \ -^ of i?i + ( i?^if)+A? 



What number is that to which you add ■= of itself and the result 
will be 27 ? 

7. A house is worth $1600 ; A owns 3^ of it, and sells '3 of his share ; 

what part has he left and what is it worth ? 

8. A will do -3 as much as B. The board of each is worth $^4 ^ day. 

If B is paid $i>^ a day and board, what shall be paid to A in 
addition to his board ? 

9. Two men bought a barrel of flour : one paid $3^: and the other 

^373 ; what part of it should each have? 

10. A has $3,200; ^ of his money plus $1,000 is fj of B's ; what sum 

has B ? 

11. A cistern of 960 gallons is emptied by two pipes, A and B, in 5 and 7 

minutes, respectively. How much water will pass through each, if 
both are opened together ? 

12. A 3aves }( of his income, and B, having the same income, spends i V2 

times as much as A, and finds himself $62 J^ in debt at the end of 
the year. What was the income of each ? 

LESSON FOUR. 

What is a mixed decimal ? Illustrate. 
What is a complex decimal ? Illustrate. 
What are circulating decimals ? Illustrate. 

4. Define and illustrate repetend. 

5. When are repetends co-originous f Contcnninous .^ Similar f Give 

illustrations. 

6. When is a repetend said to be cxpaiidcd ? 

EXERCISES. 

I. Add exactly 16. 2 1/^, 48. 32$. 
z. Divide 60 by 2.8f. 

197 



NORMAL COURSE. 

3. The product of three factors is 5.76 : one of them is .024, another is 

.06 ; find the third. 

4. Reduce to its simplest form 

I .0009 

.01 .4 X .0005 -(- -002 X .0125 

5. Reduce the following- to common fractions : .15, .0315, 1.5. 

6. Find the x-alue of 5.003x6. 



LESSON FIVE. 

Dcnoini)iatc X timbers. 

What are denominate numbers f 

Name the tables for weight. 

Name the tables for capacity. 

What is meant by the length of a line? Area of a surface? 

Which is the heavier, a pound of gold or a pound of iron ? Fxj)lain. 

Which is heavier, an ounce of gold or an ounce of iron ? Explain. 



EXEltCISES. 

Reduce to integers of lower denominations, .385 A. i; lb. 

Reduce to integers of higher denominations, 46381 inches, 48394 

cul)ic inches. 
Express as rods and decimals of a rod : 8 rd. i yd. 2 ft. 9 in. 
Reduce to the fraction of a mile, .35 ft. 
Reduce f*^, of a pint to the fraction of a Inishel ; ^ of a pound to the 

fraction of a ton. 
From a barrel containing 36 gal. 3 c|t. 1 pt. , there were sold 27 

gal. 2 qt. I pt. 2 gi. How much remained ? 
How many inches are there in 59 ch. 75 1. ? 
Illustrate by drawings, the diflference between 5 square feet and 5 feet 

square. 
How much wood is there in 5 loads, each containing i cd. 5 cd. ft.? 
How many cups, each weighing 7 oz. 15 pwt. , can be made from 60 

pounds of silver? 

198 



ARITHMETIC. 

LESSON SIX. 

Longitude and Time. 

1 . W'lial is slandard time / 

2. W'liat four meridians are established as central meridians? 

3. How is the standard time of a place determined ? 

4. Name these four time belts. 

5. When it is 10 o'clock bv standard time in lioston, what is the time in 

San Francisco ? 

6. How UKU' the difference in solar time between any two places be found 

when the difference in longitude is known? 

7. Where is the day said to begin? 

8. In going from San Francisco to China, do you gain or lose a day? 

Explain. 

9. The difference in solar time between two places is 3 hr. , 50 min. , 37^/3 

sec. What is their difference in longitude? 
10. The longitude of Berlin is 13 degrees, 23 minutes, and 43 seconds east 
from Greenwich, and that of Cincinnati 84 degrees, 26 minutes west 
from Greenwich. What is their difference in time? 



LESSON SEVEN. 

Metric System. 

1. What is the metric system f 

2. What is a meter ? An are f A stere / A liter t \ gram i 

3. For what is the wr/i^';' used ? The ki/ometer i 

4. Illustrate how metric numbers are written. 

5. How are they read ? Illustrate. 

6. What is the unit in measuring ordinary surfaces? In measuring areas 

of countries? In measuring land? 

7. Explain the use of the cubic meter. 

8. For what is the gram used ? 

9. What is the unit in weighing very heavy articles? 
10. How is the liter used ? 

199 



NORMAL COURSE. 

EXERCISES. 

1. How many hektares in 640 acres? 

2. Change 625 meters to feet. 

3. The produce of 8 acres was 240 bushels of wheat. What was it in 

hektoHters ? 

4. How many liters in S casks, each containing 3.40 m. ? 

5. The capacity of a bin is 40.64 cubic meters. What is the value of the 

grain that will fill it, at 60 cents a bushel ? 

6. How many square yards of paper in a roll S ni. long and 4 m. wide? 

7. How many kilometers in 65 miles? 

8. If butter is worth 30 cents a pound, how much should it be a kilo ? 



LESSOR EIGHT. 

Ratio and Proportion. 

What is ratio ? Define each kind. 
\^\\'^\.\%X\-\Q antecedent ? Consequent t 

3. What is direct ratio f Inverse or reciprocal ratio ? 

4. What \s proportio)! f Define each kind. 

5. Gi\e the principles of proportion. 

6. Write a ratio whose \-alue is yi. 
W^rite a proportion each of whose ratios is equal to |. 
Write an equation which is an equality of two fractions ; write the 

same as a proportion. 
9. Is 6: 8: : 7: 9 a proportion ? Explain. 

10. How does the method of solving a problem by proportion differ from 
the analysis method ? 

EXERCISES. 

1. Reduce 30:40, 13:39 to their lowest terms. 

2. Clear of fractions, 2^^ : 3^,61.4 :7/S- 

3. If 474 bushels of wheat cost $27/^, what will 19'^ bushels cost ? 

4. If 35 men can dig a trench in 14 days, how many men will it take to 

dig it in 5 days ? 

5. If $150 gains $12 in 8 months, in what time will it gain $17 ? 

200 



ARITHMETIC. 

6. If the freight charges on 125 cattle, averaging 900 pounds, is $200 for 

150 miles, what should be the charges on 275 cattle a\'eraging 
1200 pounds, for 225 miles? 

7. A lumber dealer purchased two j)iles (^f wood. One pile was 24 feet 

long, 20 feet high, 16 feet wick-, and contained 60 cords. The 
other pile was 32 feet long, 12 feet wide, and 18 feet high. Find 
bv Rule of Three the number of cords in the latter pile. 

8. If 180 bricks, 8 inches long and 4 inches wide, are required for a walk 

20 feet long and 6 feet wide, how many bricks will be required for 
a walk 100 feet long and 4 feet wide? 
g. If a bin 8 feet long, ^'^4 feet wide, and 2^4 feet deep, holds 6j l4 
bushels, how deep must another bin be made, that is 18 feet long 
and 3| feet wide, to hold 450 bushels ? 
10. If 4^2 tons of coal fill a bin 9 feet long, 5 feet wide, 5 feet high, how 
manv cubic feet are required for the coal of a steamer that carries 
coal for 3 weeks at 20 tons a day ? 

LESSOR m^K 

Pcrcc)itaQ;c. 

1. V>Q.^n<t percentage. Rate per coit. 

2. Express as common fractions in smallest terms : 10%, 121/ %,37 3^%, 

125%, 6254%. 

3. Express as a rate per cent. : %, \, -3, 2^, 4%, 0.5625, 0.00625. 

4. Is there any ditTerence between ^2% <'ind 50% ? 

P^XERCISES. 

1. A invested 60% of his estate in bonds, and the remainder of it, amount- 

ing to $4000, in real estate : how much did he invest in bonds? 

2. 5 bushels, 2 pecks are 16^3% of what number? 

3. A farmer owning 75% of a tract of land sold 150 acres, which was 20% 

of what he owned ; how many acres were there in the tract ? 

4. \\' hen the gold dollar is worth 9% more than the greenback dollar, 

how much in gold are $497.04 in greenbacks worth? 

5. A's salary is S6000 a year ; he spends 28% of it for rent, ic, for 

clothirig, 13% for pr()\isions, and 8';, for sundries ; how much does 
he save annually ? 

2U1 



NORMAL COURSE. 

6. A gold dollar weighs 25.8 grains Troy. 10% of it is allo\' ; how many 

grains of pure gold does it contain ? 

7. A man sold a horse for $200, which was 25% more than it cost him: if 

he had sold the horse for $300, what per cent, would it have been 
more than it cost him? 

8. The voters of a certain city number 16386, which is 20% more than the 

number 3 years ago. What was the number then? 

9. John earns each week $7.50. He spends for board $2.50, and as much 

more for other things. What per cent, of his earnings are his 
spendings ? 
[Q. A bought goods to the value of $345.75, and sold them to B at 15% 
advance on his outlay, and B sold them to C at 15% less than his 
outlay. How much did C give for them ? 

LESSON TEN. 

Profit and Loss. 

Define profit and toss. 

What is the base in profit and loss ? 

EXERCISES. 

1. A bought a farm from B forS48oo. which was 20% less than B paid for 

it, and sold it for ic; more tlian B paid for it. AX'liat was A's 
gain and B's loss ? 

2. A man sold two lots for #3600 each, gaining 25;;, on one lot and los- 

ing 25% on the other. Did he gain or lose and how much ? 

3. Bought a cask of molasses containing 120 gallons for $50. But, a fifth 

of the molasses having leaked out, for what must the remainder be 
sold a gallon to gain 10% on the ])urchase? 

4. By selling hav at $15 a ton I lose lo',. At what price must I sell it to 

gain 15';; ? 

5. If a farm increased in \-alue 20% per annum for three successive years 

and it was then worth $6912, what was its value at the beginning 
of the first year ? 

6. Bought goods for $14500. Half of them I am obliged to sell at a loss of 

20%. If I sell the other half at a gain of 20%, what shall I gain or 
lose on llu- whole ? 

202 



ARITHMETIC. 



7. If a man lose 35% of a lot of apples, what must be his per cent, of gain 

on tiie remainder to net a gain of 25% on the cost of the whole? 

8. A house was sold for $5616, at a gain of 6%. What was the gain? 

9. A merchant sold goods for $150 and lost 10% , whereas he should ha\'e 

gained 30%. How much were they sold under their proper value? 
10. The retail price of an article was $131.25, or 25% in advance of re- 
tailer's cost. By selling to the retailer the jobber realized a gain of 
20%, and by selling to the jobber the manufacturer made a profit of 
l6fi%. What did the furniture cost the manufacturer? 



LESSOX ELEVEN. 
Stocks and Bonds. 



;rms : 






Company. 


Stock. 


Assessment, 


Corporation. 


Script. 


Dividend. 


Charter. 


Bond. 





Define each of the above terms for yourself. Be sure you read carefully 
what your book gives. Remember that there are two bases involved. 

EXERCISES- 

1. A merchant paid $8946. 25 for gold at 105, brokerage }.{. % . How much 

gold did he buy ? 

2. What income in currency would a man receive by investing $5220, in 

6% bonds, at 116, when gold is 105? 

3. I received an annual dividend of 6% on stock, which cost me but 37^. 

What per cent, of income do I receive on mv investment ? 

4. If a railroad stock be yielding 5% and is 20% below par, how much 

would have to be invested to bring an income of $300 ? 

5. What is the rate of income on Pacific Mail 6's bought at 50%? 

6. What must be paid for 6% bonds to realize an income of 6% ? 

7. When 4% bonds are quoted at 106, what yearly income will be re- 

ceived from bonds that can be bought for $4982 ? 

8. What could I afford to pay for bonds yielding an annual income of 

7% to invest my money so as to realize 8% ? 

203 



NORMAL COURSE. 

9. What amount is invested by A, whose annual stock yielding 5% 
brings an income of $300, but sells in market for 92-;:;; ? 

10. The rate of income being 7% on the investment and the dividend 

rate 4%, what is the market value of $3430 of the stock? 

11. In a mutual insurance company one capitalist has an investment pay- 

ing 8% ; what is the premium of the stock, the dividend being 
9%? 

LESSON TWELVE. 

Tj-ade Discount. 

Note. For definitions and terms see your text-book. Any good text- 
book should give the definitions of all terms involved. 

EXERCISES. 

1. What is the net price of hardware in\i)iced at $813, and subject to a 

discount of 20%, 10% and 15% ? 

2. The gross amount t)f a bill of goods is $750.35 and the rates of dis- 

count are 20%, 10% and 5%. What is the net price? 

3. A and B offer the same quality of hats at the same list price, but A 

offers a discount of 10% and 5% and B a single discount of is?'. 
Of whom will it be more advantageous to buy and how much will 
be sa\'ed on an order, the gross amount of which is S200.50? 

4. A's list price of a certain qualitv of pocket kni\es is $9 per dozen, 

20% and 5';^ oft" ; and B's list ])rice of the same (piality of knives 
is $9. 50 i)er dozen, 25 a and 10% oft. How nuich will be Sa\'ed 
by ordering 16 dozen kni\es from B? 

5. The gross amount of a bill of tinware is $275.30, of which $85 is sold 

at a discount of 25'V and lo'i ; and the remainder at 10% and 5%. 
What was the net amount of the bill ? 

6. In a closing out sale, a joblxM' desires to sell dishes costing $6 per 

dozen at ioa loss, and ofters a discount of 30% and 20'v' on the 
marked price. At what price pi-r dozen should the dishes be 
marked ? 

7. The net cost of 240 yards of goods is 5126.36. What was the gross 

price per yard, if purchased subject to a discount of 10%, 10% and 

204 



ARITHMETIC. 

8. What must he the marked price on cloth wliich cost $i8 per yard that 

a discount oi ic;, may be offered on the marked price and yet net 
cost to the seller ? 

9. I mark shovels at 60% profit. What rate of discount of 10% may be 

offered on the marked price and yet net cost to the seller ? 



LESSON THIirrEEX. 

Ctuinnission a)id Brokcrao^c. 

Commission in buying is always reckoned on the prime or net cost : in 
selling, on the gross proceeds. See text-book for terms and definitions. 

EXERCISES. 

1. A commission merchant sells merchandise amounting to $3325 ; how 

much is paid to the consignor of the merchandise, the charges 
being, for transportation $117.50, for advertising $10, for storage 
$15, for commission Y^'lc ? 

2. A freight broker procures transportation for 375 tons of merchandise 

at $3.50 per ton : what is his brokerage at 3% ? 

3. A lawyer collecting a note at a commission of 12^2^ thereon, re- 

ceived $6.25 ; what was the face of the note? 
-1- An agent sold 6 lots at s;i20 each, and 12 at $140. He paid for 
advertising $72, and after deducting his commission remitted 
$2208 to the owner. What was the per cent, of his com- 
mission ? 

5. If, out of a remittance of $2328.75, I retain my commission of 3^/2% 

on the purchase, how much wheat at 45 cents a bushel can I buy 
with the remainder? 

6. An agent received a sum of money to lay out after deducting his com- 

mission of 2 14 'a . He laid out $1392. What was the sum he re- 
cei\'ed ? 

7. A commission merchant sold on commission goods for $8,134.75, •^'''<^1 

received $334.75, which included a charge of $22.75 for cartage, 
freight, and storage. What was the rate of commission ? 

8. A lawyer collected 65';; of a note of $950, and charged 614^% commis- 

sion. Find his commission. 

205 



NORMAL COURSE. 

9. A factor received 5% for buying wool. His commission amounted to 
$208.50. How much did he pay for the wool ? 

[Q. Sent my agent $4100 for the purchase of iron after taking out his 
commission of 2^2%. After he had bought the iron, I changed my 
business and telegraphed him to sell the iron at cost. He did so, 
taking a commission of 2}^% on the sale, and sent me the balance. 
How much did I lose by the transaction? 



LESSON FOURTEEN. 

EXERCISES. 

1. A note of $525.50 bearing accurate interest at 4% was given Jan. 29, 

1898. What sum will discharge the note on July 15, 1901, no pre- 
vious payment ha\'ing been made ? -^ 

2. For what sum did I gi\-e my note at a bank so that when discounted 

for 90 days without grace at 6%, I received $3152? 

3. A firm draws on a company at 60 days for $679. The draft is 

accepted. How much does the firm receive from its bank, ex- 
change being yi% , and rate of interest 6% ? 

4. Find the simple interest at 7% on a note of $564.29 from July 21, 

1897, to May 12, 1901. 

5. A partner was allowed 8% per annum on all sums invested with his 

firm, and charged 8% per annum on all sums withdrawn. At the 
beginning of the year he had $9000 invested ; on May 15 he in- 
vested $2500 additional ; and on August 9 he withdrew $2800. 
What was the interest balance to his credit at the close of the year? 
(Find the exact time in days.) 

6. Find the compound interest on the note in example 4. 

7. Find the annual interest on the note in example 4. 

8. On a sum borrowed at 7% per annum and loaned at 8% per annum, I 

realized a gain of $61.80 in 5 mo. 17 d. What amount did I owe 
the lender at the expiration of that time? 

9. How much must I pay for the use of $6225, borrowed at 7% per annum 

on Jan. 18, 1900, and returned Dec. 12, 1900? (Find the time by 
common subtraction. ) 

206 



ARITHMETIC. 



10. What is the duty on 28 pieces of carpeting, of 58 yds. each, in- 

voiced at 45 cents per yd. , the specific duty being 27 cents per 
yard, and the ad valorem duty 25% ? 

11. A man paid an insurance company for 25 years an annual premium on 

a life policy for $2500, of $27.38 per $1000. Of this premium 
15% was returned as dividends. How much did he pay in all? 

12. Write a negotiable note. 

13. What is the United States rule for partial payments? 

14. What is the difference between the true discount and the interest on 

$6500, for 2 years 5 months at 7% ? 

15. On a note for $1500, dated Aug. 7, 1898, drawing 4% interest, there 

were paid, May 14, 1899, $400 ; Nov. 24, 1900, $475. What 
was due Jan. i, 1901 ? 

16. Bought the following bills on 4 months : September 19, 1900, $150 ; 

October 10, $175 ; November 6, $300. What is the average time 
for payment ? 

17. Thomas Sherwood bought merchandise as follows : March 7, 1901, 

$500 ; April 3, 1901, $300 ; August 5, 1901, $800. He made 
the following payments: March 10, 1901, $400; April 2, 1901, 
$100 ; July 10, 1901, $600. What was due September i, 1901 ? 



LESSON FIFTEEN. 
Powers and Roots. 

EXERCISES. 

What is involution ? Evolution ? 

Define suj'd, radical, exponent, power, index. 

3. What is the cube root of a number? 

4. Read : 9^ 81*, 645, I6^ 8'. 

5. By factoring find the square root of 5184. The cube root of 32768. 

6. Extract the square root of 390625. Of .00365. 
Extract the cube root of 166375. Of fj,. 
Find the value of the sixth root of 2985984. 

(Note. The sixth root of a number is the square root of the cube root 
of that number. ) 

207 



NORMAL COURSE. 

9. Two rafters, each 24 feet long, meet at the ridge of a roof 1 2 feet 
above the body of the house. Reqiured the width of the house. 

10. A cubical room contains 54872 cubic feet. What is the distance from 

a corner on the floor to the opposite corner of the ceiling, measur- 
ing diagonally from floor to ceiling? The diagonal is to run 
through the room and not along a wall. 

11. What is the cube root of the square of 4 ? 

12. Which is the larger, the square of 23, or its cube, and how much? 



LESSON SIXTEEN. 

Measurements. 

1. How many cubic feet of gas will be required to fill a spherical balloon 

whose diameter is 40 feet ? 

2. The diameters of two circles are, respecti\'ely, 150 feet and 75 feet. 

How much larger is the one than the other? 

3. How much will it cost, at 15 cents per square yard, to paint the lateral 

surface of a \'at which is 12 feet in diameter at the bottom, and 10 
feet at the top, the slant height of which is 13 feet ? 

4. How many square yards in a piece of roof 12 feet 6 inches wide on 

the lower side, and 8 feet 3 inches wide on the upper side, the 
length being 15 feet? 

5. One side of a triangular lot is 62 rods, and the jierpendicular distance 

from the angle opposite to this side is 20 rods ; how man}' acres in 
the lot? 

6. What is the circumference of the earth, the diameter being 7912 miles? 

7. A pile of wood containing 67 }4 cords is 250 feet long and 4 feet wide. 

How high is it ? 

8. How many quarts will a sphere hold that is 14 inches in diameter? 

9. What is the area of a triangle, of which the base is 14 feet 8 inches 

and the altitude 14 feet 9 inches? 

10. Find the area of a triangle whose sides are 14, 15, and 16 feet. 

11. How many acres in a square field, each side of which is 72 rods? 

12. Find the difference in area between a floor 60 feet square, and two 

others, each 30 feet square. 

208 



ARITHMETIC. 

IT,. A field is in tlie form of ;i trapezoid ; one of the parallel sides is 35 
rods, and the other 22 rods ; the width is 32 rods ; how many 
acres in the iield ? 
14. How long a ro[)e will it take to fasten a horse to a post so that he may 
graze over i acre of grass, and no more ? 
N. B. Be sure you can define and illustrate all terms used in this les- 
son and all succeedine lessons. 



LESSOX SEVENTEEX. 

exi-;kcises. 

1. A farmer wishes to make a cubical bin which shall contain 150 bushels 

of grain ; what must be its depth ? 

2. If a ball of yarn 3 inches in diameter will make a mitten, how many 

mittens will a ball of yarn 9 inches in diameter make? 

3. A wheel is 10 feet in circumference. How many revolutions will it 

make in going 15 miles ? 

4. A steamer goes due north at the rate of 15 miles an hour and another 

due west, 18 miles an hour. How far apart will thev be in 6 hours ? 

5. A tree was broken 25 feet from the top and fell so that the end struck 

15 feet from the foot ; required height of the tree. 

6. How many bricks 22.5 to the cubic foot are required for a chimney 30 

feet high, 20.\ 36 inches outside measure, and 10 x 20 inches inside 
measure ? 

7. The cylinder of a pumping engine is 6 feet long and 48 inches in 

diameter. If it makes 40 single strokes per minute, how many 
gallons will it pump in a dav ? 

8. A reservoir is shaped like a frustum of a cone. It is 16 feet deep, 26 

feet in diameter at the top, and 24 feet in diameter at the bottom. 
How many cubic feet does it contain ? 

9. How far does a team travel in plowing 160 acres with a 12 inch plow? 

Furrows are 3^ mile long. No allowance for turns. 
10. If a man husks two rows of corn, each So rods long, the rows being 4 
feet apart, and gets 10 bushels, what is the yield per acre? 



209 



NORMAL COURSE. 



LESSON EIGHTEEN". 



EXERCISES. 



1. A field is in the form of an isosceles triangle, the equal sides being 

200 rods, and the other side 160 rods. Find the area of the field. 

2. Find the last term of an increasing series in which the first term is 3, 

the common difference 2, and the number of terms 40. 

3. A travels from Boston to Bangor in 10 days ; he goes 5 miles the 

first day, and increases the distance traveled each day bv the same 
number of miles ; on the last da}' he goes 50 miles ; find daily 
increase. 

4. How many strokes does tlie hannner of a clock strike in 10 hours? 

5. The first term of a decreasing series is 262,144, the ratio 4, number of 

terms 9 ; find the last term. 

6. The first term of an increasing series is 5, the ratio 3 ; w hat is the 

ninth term ? 

7. The first term is 6, the ratio 2, the number of terms g ; what is the 

sum of the series ? 

8. Which will carry the larger amount of water, two 3-in. or i 6-in. tile? 

Consider the speed and friction the same in both cases. 

9. The perimeter of one square is 960 inches, and that of another is 540 

inches ; find the perimeter of a square that is ecjual in area to the 
two. 
:o. There is a fence inclosing a circular field 32 ft. in diameter. What 
will be the area of a square field, which the same fence will e.xactly 
surround ? 



210 



GEOGRAPHY. 



Mathematical and Descriptive, with the essentials of 
Physical and Commercial Geography. 

Text-books recoimmudi'd for st/idv or reference : 

Frye's Complete Geography *'-^5 

The Natural Advanced Geography '-^5 

Appleton's Higher Geography, '-^5 

Barnes' Complete Geography, ''^5 

Butler's Complete Geography 

Eclectic Complete Geography 

Harper's School Geography, 

Mitchell's New Intermediate Geography, 

Guyot's New Intermediate Geography 

Warren's Common School Geography, 



1. 2D 
1.20 
I.OS 
1.20 
I OO 
1. 12 



GEOGRAPHY. 



LKSSOy OXE. 

Geography : definition, derixation, dixisions. 

The Earth: form, size, rotation, position in the solar system, \olumc, 
vveiglit, specific gravity, motions, orbit. 

MeasKremeufs; great circles, small circles, cardinal points, horizon, 
zenith, axis, the poles, meridians, ecliptic, diameter, tropics, zones, 
equator. 

Motions of the Harth : annual, daily, causes. 

Cha)iges of seaso)is : causes, time. 

G lobes. Maps. 

Note. The outline continued through this course is a logical system oi 
sugg'estions to assist in studying and teaching geograi^hy. 

Be sure to master all terms in the outline not already familiar. 

EXERCISES. 

1. What is the deri\ation of the i(c\:\\\ geogi-aphy ^ 

2. Distinguish between political and physical geogra|)h\-. 

3. What is wi?///ir'w^r/'/V«/ geography ? Why is it called mathematical I 

4. ('ji\e ti\e proofs of the rotiindity of the earth. Two that it is a 

spheroid. 

5. How much greater is the equatorial diameter than \\\q polar diameter? 

6. Why are the- zones given their respecti\e widths? What would be the 

width of the several zones if tlie earth's inclination was 30 degrees? 

7. Why does the length of a degree of longitude decrease after leaving the 

equator? What is the length of a degree of latitude? 

8. Distinguish between great and small circles. Name some of each kind. 

9. What principles are in\-ol\ed in the change of seasons i' 
10. Draw a cut of the earth's orbit. 

213 



NORMAL COURSE. 

LESSON TWO. 

Natural Divisions of Land: continents ; islands, — oceanic, continental, 

archipelago. 

Forms of land : coast lines, isthmuses, peninsulas, capes, promontories, 
mountains, mountain ranges, mountain systems, plateaus, plains, valleys, 
deserts, oases. 

Coasts : rising coasts, sinking coasts. 
Volcanoes : causes, distribution. 

Atmospheric erosioii : detritus, dunes. 

EXEUCISES. 



Define continental plateau. 

What are continental seas f Name two. 

Distinguish between oceanic Awdi continental islands. Give illustrations. 

Australia is sometimes called an island. Explain why it is really a 

continent. 
Distinguish between loiulands and highlands. 
What are sinking coasts ? Give an example. Describe their coast 

lines. 
Explain why rising coasts usually have comparati\'ely even and regular 

coast lines. Mention a rising coast. 
What -AXii peneplains f Examples. 
How are valleys deepened ? Widened ? 
How are canyons made ? 
Why are valleys in lowland regions usually wide and comparatively 

shallow with gently sloping sides ? 
What are deserts .^ Name fi\e. 

What are the features of a volcano? Where are many volcanoes? 
What is atmospheric erosion ? Gi\e illustrations. 
What is detritus f 

LESSOX THREE. 

Divisions of Water: oceans, gulfs, bays, lakes, straits, channels. 
Oceans: names, location, and size. 
Movements : waves, currents tides. 

214 



GEOGRAPHY. 

Currents : names, causes, effects. 
7^id(\s : kinds, causes. 

G?viiiid -n'atcr : springs, geysers, hot sj^rings. 
Riirrs : source, bed, mouth, banks. 
River basins and divides. 
River sy stents. 

Lakes: fresh, salt, distribution, cause of salt lakes. 

Stream features : rapids, cataracts, sand banks, bars, deltas, flood 
plains, oxbow loops. 

G/aeiers .■ formation, movements, drumlins, glacial period, icebergs. 
Barrier beaehes. Sa>idy hooks. 
Coral reefs and is/ands. 

EXERCISES- 

1. Distinguish between zvaves and breakers. 

2. What are barrier beaches ? Sandy hooks f 

3. Explain tides. 

4. Explain the formation of salt lakes. 

5. What is a river system ? Describe one. 

6. \^\\-^X "AX^ oceanie currents f Describe the Gulf Stream. 

7. What are artesian zvells f Geysers f Gi\'e illustrations. 

8. Explain the formation of glaciers. What is a continental ice sheet ? 

Give an illustration. 

9. What is meant by the glacial period f 
10. Define bayou. Oxbow loops. 



LESSOT^ FOUR. 

The atmosphere : composition, uses, height, weight, comparative density, 
effect of elevation. 

Winds: causes, kinds, constant, periodical, \-ariable. 
Trade winds : location, cause, uses. 

Periodical icinds : monsoons, sea breezes, etesian northern, harmattan. 
Variable zvinds : simooms, siroccos. 
Cyclones aiul tornadoes : causes, distribution. 
Moisture: evaporation, saturation, condensation. 

215 



NOKMAL COURSE. 

Forms of condensafio)i : dew, frost, fog, clouds, rain, hail, snow. 
Distribution of rain : in the torrid zone, in temperate zones. 
Zones of light : how determined, position of the tropics. 
Climate : astronomical, physical, continental, oceanic. 
Climate as affected by latitude, altitude, proximity to large bodies of 
water, and to mountain ranges. 

Heat belts : names, locations, seasons. 
N'orthern lights. 

EXERCISES. 

1. Define and explain zvinds. 

2. What are the t7'ade 7vinds / Monsoons I 

3. Distinguish between eyelones and tor)iadoes. 

4. What does the term rainfall usually include ? 

5. What are the rain producers of the temperate zones ? 

6. What are the reasons for the heavy rainfall on the northeast and south- 

east coasts of South America ? 

7. Define heat belts. Name them. 

S. What is the meaning of the word tropic I What determines the 

position of the tropics ? 
9. When does the Arctic circle ha\e its longest daylight? The Antarctic 

circle ? 
10. Why do the true heat belts diflter from the zones? 



LESSOX FIVE. 

• EXERCISES. 

1. Describe the three principal races of mankind and give examples. 

2. Where are the homes of these races ? How are these homes boimded ? 

3. Who were the Aryans / 

4- Tell what race or races are found in each of the following river basins : 
Amazon, Nile, Kongo, Ganges, Lena, Niger, Mackenzie, Volga, 
Amur, Plata. 

5. What races are found along the shores of the Pacific Ocean? 

6. What people live on the highest plateau? On the greatest desert? 

In the coldest lands? In the largest river valley? 

216 



GE()(iRAPllY. 

7. T(i wliich racx* (ir races do tlic pcnpli- <it the folldwin^' lands belong': 

(ji'crnland, P(.-ni, M^xpt, IJonico, China, |ai)an, Kongo State, 
.Sudan, |a\a, l-inland ? 

8. What are the great religions of the world ? 

9. What is the leading language of the inhabitants of the following lands : 

Russia, Finland, Australia, Turkey in luirope, Kongo State, 
Greenland, Peru, Brazil, Austria, P'.g\pt ? 

10. Gi\'e the government of each country mentioned in question nine. 

11. How many international capitals are there? 

12. When is a nation called civilized I Is China civilized? Explain your 

answer. 

13. Name five distinctions between barbarism and civilization. 

14. What are the advantages of a republican form of government? Dis- 

advantages ? 



LESSOX SIX. 

J^egetation : conditions of growth, distribution of plants. 
Forests : dense, open, kinds of trees. 
Prairies. Deserts. Oases. 
Medicinal plants. Examples. 
Food pla)i ts . Examples. 

Plants cultivated: cereals, with edible roots, with edible fruit, cultivated 
for leaA'es, cultivated for fiber. 

EXERCISES. 

1. In what zone are most of the dense forests? 

2. Give the different names for grassy land. 

3. What are tundras ? 

4. What are deciduous trees ? Examples. 

5. Name two plants that yield fibers from which cloth is made. Three 

that are used in making medicine. 

6. What is India rubber? 

7. Name six food plants. 

8. Name five plants of each of the belts of heat. 

9. Describe the vegetation of the hot belt. 

217 



GEOGRAPHY. 



10. What are the seasons in the cool belt ? 

11. What relation exists between the^<?;"<? and ihtd faiaia of a country ? 

12. Of what countries are the following nati\'es : corn, rice, cotton. 

potato, peach, pear, apple, orange, plum ? 



LESSON SEVEN. 

EXERCISES. 

1. What kind of covering has an oyster? A lobster? A bird? A snake? 

2. Name some of the uses of horses, of bats. Name two animals that 

live both on land and in water. 

3. Where are egg-laying mammals found ? 

4. Where are the pouched animals found ? 

5. What region has the greatest number of plants and animals ? 

6. For what class of animals is the African region noted ? The Oriental 

region ? 

7. How do the Eurasian and North American regions differ from each 

other in plant and animal life ? 

8. What does this indicate ? 

9. What are the characteristic animals of the Oriental realm ? 

10. Name the valuable fur-bearing animals. To what country is the 
turkev native ? 



LESSON EIGHT. 

EXERCISES. 

1. What is commerce ? 

2. Mention some aids to commerce. 

3. What are the principal highways of trade? 

4. What is the most important commercial water way in the world ? 

5. What are the chief routes of commerce from Western Europe? 

6. From the large Atlantic ports of the United States? 

7. From San Francisco? 

S. Explain the remarkable growth of railroads in the United St^ates. 
q. What are the duties of consuls f 



218 



(JEOGRAPIly. 



lo. \;ime the great canals nf the world. 

M. \\ hy aiv certain sections of a country n'i\en to manufacturing- ? 



I.KSSOX XI \K. 

Study of the Coiifiiuiits (Ont/iius). 

l^ocatioii : Latitude. JAmgitude. 

Extent: length, width, area. 

C 'omparativc size. 

Coast features : gulfs, hays, harbors, sounds, straits, channels. 

Forms of icind : isthnuises, jH-ninsulas, capes, islands. 

Pliysieal features. 

Mountain systems : ranges, peaks. 

Slopes. 

Plateaus. 
Valleys. 

Plains. 

River systems. 

Lakes. 

Climate : tem|)erature, winds, rainfall. 
[ 'ei^ctafio)i. 

Animals. 

Distributio)! of raees. 

Politieal divisions : boundaries, capitals, cities, physical features, cli- 
mate, soil, productions, industries, routes of commerce, exports, imports, 
goxernment, religion, education. 

Note. This outline is intended for use in the study of each continent. 

North Anieriea. 

EXEIU'ISFS. 

1. What part of North .\merica is in the same latitude as England and 

Ireland ? 

2. Why does the climate of Labrador differ so matcriallv from that of 

England ? 

219 



NORMAL COURSE. 

3. Why are the winters more mild at Puget sound than in the region of 

Lake Superior? 

4. Name the mountain systems of North America. 

5. Name and locate the capital cities of the Canadian provinces. 

6. Where is the magnetic north pole ? Why so called ? 

7. Draw an outline map of North America. 

8. Name five great railroad systems of North America. 

9. Name five other commercial routes. 

10. Name the political divisions of North America and give their govern- 
ment and religion. 



LESSON TEN. 
South America. 

EXERCISES. 

1. Name the political divisions of Soutl: America, giving capitals, go\'- 

ernment, rt-ligion, language, and industries of each. Arrange in 
tabular form. 

2. How do the ri\er svstems of South America compare with those of 

North America ? 

3. What island of South America is situated simihul\- to Newfoundland? 

4. Compare in number and size the ct)ntinental islands of .South and of 

Nortli America. 

5. Whv does the eastern part of .South America lune more rainfall than 

the eastern part of North America ? 

6. What commerce is carried on l)etv\een the countries of South America 

and the United States ? 

7. How do North America and .South .America compare as to natural 

resources ? 
S. Describe the grass\' plains of .South America. 

g. What language is most generally used in .South America? E^xplain. 
10. What influence does the Andes moimtain system e.xert on the climate 

of South America ? 



220 



(!E()(!RArilV. 

LESSOX KI.K\'KX. 

Europe. 

EXEI.'CISES. 

1. For what are LiN'erpool, Leetls, Hirmiiii^hani, Limerick, and Merthyr 

Tydxil noted? Locate them. 

2. What parallel crosses the central portion of Sjiain and throu^n which 

of the United States does it pass? What other countries of 
Europe does the same parallel cross ? 

3. What and where are the landes I Name and locate the princi])al pos- 

sessions of France. 

4. What does Germany comprise? Which are the free cities? 

5. Of how many states is Switzerland composed? How large is it? 

6. What is the extent of the Ottoman Empire? 

7. Name and locate the capital cities of Europe. 

8. Name the colonial possessions of Great Britain. 

9. Name and locate ten of the jM'incipal seaports of Europe. 

10. Describe the mountain systems of Europe. 

11. P'or what are the following places noted: Pisa, \'enice, Greenwich, 

Moscow, Naples, ^Ladrid, Geneva, Novgorod ? 

12. Name fi\-e towns on the Siberian railroad. 

13. What and where is the oldest republic, the V'atican, Giant's Cause- 

way, Kiel Canal ? 

14. Of what different races are the inhabitants of Austria ? 

15. What are heaths i What is the Zuyder Zee? 



LESSON TWELVE. 
Asia. 

EXERCISES. 

1. What does the Chinese Empire include? What are the productions 

of China ? 

2. Compare the European and Asiatic highlands in length, extent, height. 

221 



NORMAL COURSE. 

3. Give an account of a merchant's voyage from Bombay to Hong Kong, 

telling what goods he carries on each trip. From Marseilles to 
Yokohama. 

4. Name the principal islands of Japan. What are the chief productions 

of these islands ? 

5. Locate the following cities : Tobolsk, Irkoutsk, Bokhara, Khiva, 

Tiflis, Smyrna, Damascus, Jerusalem, Mecca, Muscat. 

6. Name the seas which wash the shores of Asia. 

7. Describe the mountain systems of Asia. 

8. Describe the river systems of Asia. 

9. What nations or tribes fixing in Asia belong to the Caucasian race ? 

What countries are occupied by the Malay race ? 

10. Write in tabular form the political divisions of Asia, gi\ing the capital, 

government, language, and religion of each. 

11. Which is the most elevated lake in the world ? The highest moun- 

tain ? 

12. What is meant by the '"open door to China " / 



LESSON THIRTEEN. 
Africa. 

EXKIU'JSKS. 

Name five places of interest in South Africa. Explain. 

What nations own territory in Africa ? What does each own ? 

What is the Kongo State? How is it governed? 

4. Describe the lake system of Africa. 

5. Describe the surface of Africa. 

6. Locate the following islands : Azores, Canary, Cape Verd, Ascen- 

sion, St. Helena, Madeira, Peak of Teneriffe. 
7 What capes project from the four extremities of Africa ? 

8. Describe the Sahara. 

9. How does Africa compare witli oth(-r grand divisions in regularity of 

coast line ? 
[Q. Name the countries of Africa. 

222 



(iKCXJKAI'llY. 

li^]s8on: F()LiirrKi*:N. 

Ai(straiur. 

H.KKHCISHS. 

1. What parts of Australia are forest-covered ? Grassy lands ? Deserts? 

2. Explain how the Australian life region differs from all others. 

3. In what season does Christmas occur in Australia ? Why ? 

4. In what wind belts does it lie? 

5. W'hat part recei\'es light rains or little or no rain? 

6. What is the Australian Confederation ? How is Australia governed ? 

7. Name and locate the principal cities of Australia. 

8. What does Polynesia include? Name the principal groups. 

9. What are the inhabitants ? What is said of the animals ? 
[O. Describe Tasmania. Where is New Zealand ? 



LESSON FIFTEEiY. 
The United States. 

EXERCISES. 

1. What part of the United States is the most thickly settled? Why? 

2. Why are there so few towns on the Western plains ? Where are the 

cities larger, on the Great Lakes or on the Gulf of Mexico ? 

3. Name ten great manufacturing cities and tell for what each is noted. 

4. Name the great seaports. 

5. Give distance from San P^rancisco to Hawaii, to Manila, to Cape 

Nome, to Portland, \\'ash. , to Tacoma, to New York, to Balti- 
more, to New Orleans, to Savannah, to Portland, Me. 

6. Name the leading cities of the New England states. 

7. Name the great railroads of New England. The chief industries. 

8. Name the transcontinental railroads. 

9. Name the Central states. 

ID. Draw a map of the I'nited States, locating states, territories, and prin- 
cipal rivers, mountains, and cities. 

228 



NORMAL COURSE. 



11. Locate the great cities and railroads of New York and Pennsylvania. 

12. Describe the great canals of the United States. 



LESSON SIXTEEN. 

EXERCISES. 

1. Describe the highland regions of the United States. 

2. How do you account for the difference in climate between Oregon and 

New England ? 

3. Why is the seacoast northward from Puget sound so irregular ? Why 

is the climate of Southwestern Alaska so mild ? 

4. Describe the park region of Colorado. 

5. In which states do the prairies merge into the Western plains? 

6. Describe the delta of the Mississippi. 

7. Locate Guam. Why is it valuable? 

8. How manv important islands in the Philippines ? WHiat is the largest ? 

9. What are our jiossessions in the Wt-st Indies ? How did we acquire 

them ? 
o. Explain their value. 



LESSON SEVENTEEN. 

EXERCISES. 

1. Where are the great oil'fields? 

2. What cities refine large quantities of petroleum ? How is it trans- 

ported ? 

3. Where are the most valuable gas wells ? What are the uses for nat- 

ural gas ? 

4. Where are the richest gold fields in the world ? 

5. Where are the rich gold fields of the United States ? 

6. Where are the rich silver fields of the United States ? 

7. Where are the rich copper fields of the United States? 

8. Where are lead and zinc obtained ? 

9. Where does the world's supply of tin come from ? 

10. Name the various kinds of building stone and locate the great quarries. 

224 



GEOGRAPHY 



LP]8S()X KKJHTEKN. 



EXEKCISKS. 



1. Where is tlie cotton belt of the I'nited States? Name some of the 

other products of this belt. 

2. Where are the great cotton mills of the United States ? Name and 

locate the cities which manufacture cotton goods. 

3. Where is the wheat belt ? Locate the great flour mills. 

4. Describe the seasons of the corn belt. 

5. Where are the chief tobacco districts ? 

6. What \aluable forest trees grow on the Gulf coastal plain ? Around 

Puget sound ? 

7. Where are the well-known apple areas ? Where are grapes grown in 

large quantities? 
S. Where are the orange and lemon groves? 
9. Name the principal pork-packing centers. Where are the great cattle 

ranches ? 

10. What states are noted for their dairy products ? 

11. What is the great wool market? What city is the center of the 

oyster trade ? 

12. Where are there important salmon fisheries? 

13. Describe the coal fields of the United States. 

14. Name the four principal iron ore districts. 

15. Where are the principal iron manufacturing centers ? 



225 



PEDAGOGY. 



The Elements of Psychology, 
Helps and sugg^estions from the best educators. 

Texl-hooks )\'conum)idcd for sttidv or reference : 

White's Elements of Pedagogy |i.oo 

Page's Theory and Practice of Teaching i.oo 

Gordy's New Psychology, 1.25 

Putnam's Elementary Psychology, .90 

Hill's Elements of Psychology, 1.28 



PEDAGOGY 



LESSON ONE. 

. Definition. 
Divisions : 

a. Theory (Psychology). 

b. School Management and Discipline. 

c. Methods of Instruction. 
Pedagogy in its restricted sense. 

a. Treats of the science of education as based on psychology. 

b. Deals with the mind in its relation to knowledge. 

c. Presents knowledge so as to arouse the dormant energies of the 

pupil. 

d. Calls for the harmonious dexelopment of all the {iowers of the in- 

di\idual — moral, physical, mental. 
Some of the problems of education treated in pedagogy : — 

a. Enx'ironment. 

b. The relation of the child to the state. 

c. What education is of the greatest value ? 

d. How to secure it. 

EXEUCISKS. 



Define pedagogy, education, psychology. 

What is meant by school management ? 

With what do methods of instruction deal? 

What relation does psychology bear to pedag<jgv ? 

What is meant by the harmonious development of the ])ouers of the 

individual ? 
Name other problems of education treated in pedagogv. 

22 y 



NORMAL COURSE. 



LESSOR TWO. 



PsycJwlo^y. 

Definition. 

Learned through int/'ospcdiou, observation, and the testimony of others. 

The Human Soul (Psychical Powers). 

a. Sensibility. 

b. Intellect. 

c. The Will. 

EXEliCISEvS. 

Define introspection as the basis of all niiiul study. 

In observing' other minds, why is the study of children most satis- 
factory ? 

From what sources can we learn the testimony of others ? 

How may the class room be used to adxantage in the study of psy- 
chology ? 

5. How does the study of ps\chology aid the progressi\e teacher? 

6. Mention some obser\ations that you ha\e made in child study. 
Distinguish between soul and mind. 

LESSON THREE. 

Sensibility. 
Corporeal Feelings : 

a. Neryous System and its fimctions. 

b. Classes : sensations and their physical conditions : general and 

special classes of sensations ; appetites ; instincts. 
Psychical Feelings : 

a. Emotions ; their psychical origin and their physical manifestations 

and limitations. 

b. Affections and malice. 

c. Desires and aversions. 
\ 'olnntary Feelings. 

EXERCISES. 

1. What are corporeal feelings f Illustrate. 

2. Distinguish between sensations and appetites. 

230 



PEDAGOGY. 



3 
4 
5 
6 

7 
8 

9 

lO, 



Mention some appetites that may be accjuired. 
What are instincts .'' (ii\'e examples. 
What are the characteristics of psychical feelings F 
Distinguish between emotion and desire. Give examples. 
What are vohinta>y feelings f Illustrate. 
How may psychical feelings be cultivated ? 
May acquired appetites be supplanted ? 

What is meant by the subjection of the lower nature to the higher? 
What does it in\'ol\e ? 



LESSON FOUK. 



The Intellect. 



Presentative Powers. 

a. Consciousness. 

/'. Sense perception. 

c. Intuition. 
Representative Pozvejs. 

a. Phantasy. 

b. Memory. 

c. Imagination. 
Than gilt. 

a. Conception. 

b. Judgment. 

c. Reason. 



EXERCISES. 

Illustrate the distinction between the presentative and representative 

powers of the intellect. 
What are the elements of memory? How many kinds of memorv ? 
Distinguish bet\\een memory and imagination. 
Give rules for the cultivation of the memory. 
Define comparison ; synthesis. 
Distinguish between inductive and deductive reasoning. Illustrate. 



231 



NORMAL COURSE. 

LESSON FIVE. 

The Will. 
The Will. 

a. Its liberty of choice (freedom ). 

b. Its motives and volitions. 

c. Acts of the will. 
Moral Actions. 

The Traiiibig of the Will. 

a. Moral instruction. 

h. Culture of feelings. 

c. Discipline under motives. 
Trainino; in Self- Control and .Self- Guidance. 

a. Hume-life. 

b. School-life. 

c. Motives : low, high. 

d. School incentives : artificial, natural. 
Character. 



EXERCISPJS. 



What is meant by the icill .-' 

Why do the actions of brutes ha\e no moral quality f What does 
everv moral act involve ? 

Detine volition. 

Is the culture of the feelings a means or an end of moral education ? 
Explain. 

Effective moral training in\ol\es what discipline of the will ? 

Why has the theater never been a \ery effective school of morals ? 

Explain how both instruction and discipline may enfeeble and dis- 
sipate will power. 
8. Define character. Of what is it the resultant ? 



LESSOX SIX. 

St II dies in Psychology. 

a. Physiological Psvchologv. or the relation oi the mental acti\ities to the 
functions of the ner\-ous system. 

232 



PEDAGOGY. 

b. The Senses and the Sense-perceptions ; original and acquired. 

i\ The development, direction, and restraint of the emotions and desires. 

d. 77ie evolution of the higher powers. 

e. The characteristics and peculiarities of the powers of the intellect, or 

mental activities. The means of strengthening these powers, 

remedying defects, and preventing abuses. 
/'. The cultivation of the 7cill. 
,;'■. Formation of habits, 
h. Development of character, 
i. The subject ion of the lo:i.'er nature to the higher. 

KXKKCISES. 

1. What are the special senses in\-ol\'ed in sense-perception ? Tlie phys- 

ical conditions ? The psychical elements ? 

2. Distinguish between original and acquired perceptions. 

3. Mention the higher powers of the intellect. 

4. What is apperception ? 

5. Mention a valuable study in ps3chology not enumerated above. 



LESSOR SEVEN". 

Moral Training. 

It is of first importance. 

It should find a place in the program. 

It should be svstematic. 
Ends. 

a. To train the moral sense. 

b. To train the moral judgment. 
Materials and Steps. 

a. Stories, fables, parables, and biographies to instruct and to awaken 

feelings. 
/;. Literary gems to ennoble feelings. 

c. Maxims, proverbs, and the Bible to lift feeling to rule or princijile. 
Tixample. 

The teacher should never \iolate his own sense of justice nor outrage 
that of his pupils. 

233 



NORMAL COURSE. 

Appeals to Conscience. 

The conscience should be cultivated by frequent appeals. 
Unusiial Occun'ences. 

Unusual occurrences should "be used to make a moral or religious im- 
pression. 

EXERCISES- 

1. Why is moral training of first importance? 

2. What causes the different moral conditions of the different pupils in a 

school ? 

3. How may morals be taught in the reading class ? 

4. Explain how unusual occurrences may be used to make religious Im- 

pressions. 

5. What do you consider the best method of teaching morals? Why? 

LESSON EIGHT. 

Suggestive Out lines of Lessons in Morals and Manners. 

Cleanliness and neatness. 

Politeness at all times, especially while at school. 

Gentleness in speech and in manner. 

Patience a?id Docility. 

Kindness to all living creatures. 

Love. 

a. For relatives. 

d. For teachers. 

c. For neighbors. 

d. For country. 

e. For God. 
Truthfulness in words and actions. 

Fidelity in duty, to relatives, to the unfortunate, to God. 
Obedience, prompt, cheerful, implicit, and faithful. 

a. To teachers. 

b. To parents. 

c. To law-. 

d. To conscience. 
To God. 

The C olden Rule. 

234 



PEDAGOGY. 



EXERCISES. 



Explain your method of teaching- gentleness of manners. 

Outline your plan for teaching love for country. 

How may kindness to animals be taught? 

Is obedience natural or artificial? 

How would you teach obedience to law ? 



LESSOX XTXE. 

Recreations. 
Objects. 

a. To rest and invigorate the body. 

b. To prevent malformation and disease. 

c. To aid in a symmetrical growth. 

d. To secure ease, grace, and dignity in the movements of the bodw 
Requisites. 

a. It should be directed to those parts of the bodv suffering most 

from confinement. 

b. It should commence and end gradually, with the uKM'e \iolent 

parts near the close. 

c. It should be regular as to time, kind, and intensit^^ increasing with 

increasing strength. 

d. It should be accompanied with music or some means of keeping 

exact time. 
€. It should be conducted in con\enient places, as to fresh air and 
pleasant surroundings. 
Movements. 

a. Arm, wrist, and hand mo\emt_^nts. 

b. Head, neck, chest, and shoulder movements. 

c. Trunk and spinal column movements. 

d. Hip, joint, leg, and foot mcjvements, and marches. 
Recesses : 

General. 
Special. 
Games : 
Free. 
Systematized, 

235 



NORMAL COURSE. 

EXERCISES. 

1. What supervision should the teacher exercise over games ? Over the 

playground ? 

2. Do you favor general recesses ? Explain. 

3. Why should physical exercises be conducted in convenient places, as 

to fresh air and pleasant surroundings ? 

4. What prominence would you give to such exercises in your program ? 

5. Give an outline of calisthenic exercises suitable for an ungraded school. 



LESSON TEK 

Principles of TcacJiing. 

Teaching must be adapted to the varying capability of pupils of different 
grades. 

The natural order in which the powers of the mind should be exercised, 
and the corresponding kinds of knowledge taught, is : first, the presenta- 
tive ; second, the representative ; third, the thought power. 

The mind proceeds from the simple to the complex, from the known to 
the unknown, from the particular to the general. 
Observation before reasoning. 
Sense knowledge before thought knowledge. 
Facts before definitions or principles. 
Processes before rules. 



EXERCISES. 

1. Explain the use of the following terms in designating the three periods 

of school life : presentative, representative, and thought ; percep- 
tive, conceptive, and rational ; objective, reproductive, and elabo- 
rative. 

2. Should pupils of all grades be taught the same kinds of knowledge 

and by essentially the same methods ? Explain your answer. 

3. Why should sense and concrete knowledge recei\e most (but not 

exclusive) attention in the primary grades, and rational knowledge 
in the higher grades ? 

236 



PKDAUO(JV, 



4. In the intermediate i^radcs, what attention should be paid to the pre- 

sentati\'e, representative, and thought powers? 

5. Explain the meaning of "self-activity," "adaptation," and "natural 

order," as applied to education. 



LESSOX ELK VEX. 

Principles of Trcn/iiiig. 

Primary instruction should not Ik- coiitincd to prL-sentative acti\ity and 
knowledge. 

Intermediate instruction should not he confined to presentati\e and 
representative acti\it\- and knowledge. 

Objecti\-e teaching for all grades. 

The development and equipment of the body and of the mind depend 
upon the \'igorous and rightly-adjusted e.xercise of s])ontaneous and xolun- 
tar3' self-acti\'ity. 

EXERCISES. 

1. .Should knowledge or mental })ower be the leading aim of teaching? 

E.xplain. 

2. E.xplain the meaning of the so-called Comenian maxim, " We learn 

to do by doing." 

3. Can a school art be taught by simply imparting a theoretical knowl- 

edge of its principles ? 

4. Give illustrations of objective, subjective, and direct instruction. 

5. What school exercise tests the knowledge of pupils ? The power of 

pupils ? The skill of pupils ? 



LESSON TWELVE. 

The Teacher. 
Fitness for Teaching. 
Natural ability. 
Professional study. 
Experience. 

237 



NORMAL COURSE. 

Responsibility of the Teacher. 

For the bodily health of pupils. 

For the intellectual growth of pupils. 

For the moral training of pupils. 

For the religious training of pupils. 
Personal Habits. 

Neatness. 

Order. 

Courtesy. 

Punctuality. 
Literary Qualijications. 

EXERCISES. 

1 . What is meant by the natural ability of teachers ? 

2. To what extent is the teacher responsible for the bodily health of 

pupils ? 

3. Distinguish between moral and religious training. 

4. To what extent is the teacher responsiiile for the religious training of 

pupils? 

5. What are the ideal literary qualifications of teachers ? Answer fully. 



LESSON THIKTEEN. 

Study. 
Objects. 

To discipline the intellect. 

To train the emotions. 

To develop and strengthen the ]:)hysical organism. 

To accumulate facts, principles, and knowledge, and to classify the 

same. 
To assimilate these stores of accumulation. 
To enlarge the capacities of the mind. 
Obstacles. 

Normal : immaturity, organic weakness, etc. 
Abnormal : ill temper, stubbornness, laziness, etc. 

Acquired: omitting difificult parts, reading without thought, trusting 
to others for help to understand. 

238 



PEDA<;0«Y. 

Bad externals : uncomfortable furniture, etc. ; bad air, lii^ht and tem- 
perature ; want of a system ; a fretful teacher. 
Necessities. 

Good externals. 

Good health and proper habits of living. 

Normal mental state. 
Lessons Assii^ned. 

Definite infornialiun as to how much. 

Points of interest and difficulty noted. 

Definite directions — how to be recited. 

EXERCISES. 

1. Define study. 

2. What powers. of the mind may study be made to discipline? 

3. Mention normal and abnormal obstacles to study that are not enumer- 

ated in the outline. 

4. Are contentment, peace, and good will conduci\'e to study ? Explain 

your answer. 

5. What importance do you attach to a program for study ? Send us a 

sample program for study adapted to intermediate grades. 



LESSOX FOURTEEN. 

School Organization. 
Contract. 

Compensation. 
Repairs. 
Janitor's work. 
Examination of Pupils. 

Data from which to judge ; natural ability as to age, temperament, 

and perception. 
Opportunities at home and at school. 
Attainments : general, particular. 

Modes of ascertaining : noting general aptness or deficiency in clas'- 
or at play : by ordinary recitations. 
Classification. 

Kinds : close, loose. 

239 



NORMAL COURSE. 

Obstacles : diversity of attainments, indifference of patrons. 

Advantages : economy of time and expense, stimulus from class-spirit. 

Disadvantages : interferes with individual development, ignores diversity 
of talent, oilers opportunities for shirking lessons. 

Studies : number, kinds. 
Openijig Exercises. 

Reading. 

Singing. 

Prayer. 

Miscellaneous. 
Programs, temporary and permanent. 

For study. 

For recitation. 

For recesses. 

For games and gvmnastics. 
Closi)ig Exercises. 

Conversations, retrospect, prospect. 

Separating, singing, good night. 

EXERCISES. 

1. Distinguish between the temporary and the permanent organization of 

a school. 

2. In classifying pupils, to what extent would you recognize diversity of 

talent ? 

3. Can you suggest appropriate opening exercises other than scripture 

selections, singing, and prayer ? 

4. Send us an ideal program for an ungraded school. 

5. Explain the importance of closing exercises. 



LESSON FIFTEEIST. 

Recitation. 

Objects. 

To ascertain how well the lesson has been prepared and how well it is 

understood. 
To assist the pupil to understand difficult points. 

240 



PEDAGOGY. 

To impart collateral information, scientific, moral. 

To make practical application to language culture, good manners, and 
habits. 
I\rethods. 

Questions and answers. 

Topical, diagrams and outlines, analysis and written description. 

Didactic, conversations, essays, lectures. 

Miscellaneous, objective teaching, experiments, use of apparatus. 
Questions. 

Let them be pertinent, clear, concise, and in j)lain language. 

Let them contain none of the answer directly. 

Do not read them from books or manuscripts. 

Do not use leading questions, or those suggesting answers. 

Do not prompt by word, gesture, sign, look, or tone of voice. 
Anszvers. 

Every answer should be an entire sentence and free from all gram- 
matical inaccuracies. 

Answers should be sufficiently loud to be heard by every member of the 
class. 

They should be free from slang phrases. 

EXERCISES. 

1. Do you require your oupils to stand while reciting? Explain your 

answer. 

2. Why should the class be so arranged that the teacher may see the 

eyes of each pupil ? 

3. What are the advantages of frequently writing questions on slips of 

paper, or on the board ? 

4. How may the recitation be used to teach language and good manners ? 

5. Is there any advantage in having the question repeated by some mem- 

ber designated, before it is answered ? Explain. 

6. Should the teacher repeat an answer as given by a pupil ? 

LESSON SIXTEEN. 

School Government. 
Objects. 

To secure good order. 

241 



NORMAL COURSE. 

To cultivate self-control. 

To secure the safety of individuals and of society. 

To correct and reform constitutional derangements, such as hatred, 
revenge, self-will, rebellion, etc. 

To correct and reform bad habits, such as inattention, slovenliness, 
disobedience, lying, and stealing. 
Means. 

Employments : plays, calisthenics, study, recitation, exercise of 
patience, benevolence, and resolution. 

Restraints : from accustomed prixileges, in personal liberty, punish- 
ments. 
Punish)ncnts. 

Objects : reformation of offenders, protection to society, \'indication 
of authority. 

Kinds : moral (see incentives), corporal. 

EXERCISES- 

1. Which of the objects of school go\-ernment do you consider most im- 

portant ? Of punishment ? 

2. What is the true relation of school go\-ernment to moral training .-" 

3. What is the limitation of all punishments? 

4. Give an illustration of a natural punishment, /, <?. , one that naturally 

grows out of the offense. 

5. Extreme quiet or stillness is sometimes mistaken for order. Explain. 



LESSOR SEVENTEEN". 

School Incentives. 
Selfish Appeals. 

Prizes. 

Privileges. 

Immunities. 
High Motives. 

A desire to excel. 

A desire to please. 

A desire for seif-improvement. 

242 



PEDAGOGY. 

A desire for happiness. 

A desire to do right for right's sake. 

A desire to be useful. 

EXERCISES. 

1. State the objections to giving prizes. 

2. Would you use the incentives of privilege and immunity such as 

choice of seats, exemption from duty? Explain. 

3. Which of the natural incentives or high motix'es do you consider 

most effective ? Explain. 

4. Under what circumstances should a teacher make use of selfish appeals ? 

5. Name five eminent educators, telling when they li\'ed and why they 

became distinguished. 

6. Gi\-e an example of analytical teaching ; of synthetic teaching. 



LESSOR EIGHTEim. 

Co )idn c t i)ig Rccitat io ns . 

Teachers should thoroughly understand what they attempt to teach. 

They should make special preparation for each lesson. 

They should be able to use our language tluentlv and correctly. 

They should have proper animation. 

They should never proceed without the attention of the class. 

They should avoid a formal routine in teaching. 

When explaining, they should use language which is intelligible to children. 

They should require prompt and accurate recitations. 

They should not rely too much on concert recitations. 

Common Mistakes. 

To regard knowledge as more important than the child. 

To confine education to the school. 

To neglect physical training. 

To neglect definite moral training. 

To fail to arouse interest of parents. 

To be variable in discipline. 

243 



NORMAL COURSE. 



To lose temper. 
To ridicule or humiliate pupils. 
To follow text-books slavishly. 
To talk too much. 



EXERCISES. 



1. For what were Comenius, Pestalozzi, and Froebel distinguished? 

When did they live ? 

2. In recitations, what are the advantages of the topic method ? Of the 

question method ? 

3. How does the method of demonstration differ from that of suggestion? 

4. What branches of study afford good opportunities for indirect oral 

teaching ? 

5. What subjects are taught bv the analytic and synthetic methods 

united ? 



244 



I am 



IVIAY 7 1902 

leOPY DEL. lOCAT.DIV. 
MAY 8 1902 



' \Y 14 '.?'j2 



LIBRARY OF CONGRESS 



019 841 384 7 




